Reading Revolution

Reading Revolution Vol. 1

Raise comprehension and consciousness at the same time!

Chike Akua and Tavares Stephens have created a resource that will set the standard for increasing student achievement and reaching today’s youth. For schools and school systems that are serious about closing the achievement gap, Reading Revolution is a book our children must have.

Ernest Johnson, Ph.D. North Carolina Center for the Advancement of Teaching

At a time when teachers across the nation are struggling to find that delicate balance between curricular standards and meaningful content that students will readily identify with, Mr. Akua and Mr. Stephens have definitely hit the mark with Reading Revolution.

Vonzia Phillips, Ph.D. Director of Premier Middle Schools DeKalb County Schools, Georgia

Chike Akua and Tavares Stephens have crafted a masterful publication which makes reading, vocabulary building and comprehension memorable learning experiences. It is my sincere desire that Reading Revolution ignites a knowledge explosion in the minds of youth who will become inspired by the life lessons they discover within the pages of this book. It is a powerful weapon in the war against ignorance and illiteracy. While it is clear that “The revolution will not be televised,” I am certain that a revolution will begin in the minds that read Reading Revolution.

BARCODE

www.ImaniEnterprises.org ISBN 0-9704644-4-4

Tavares Stephens

Two award-winning teachers combine forces to create the ultimate reading resource! With over 20 years of outstanding teaching experience between the two of them, Chike Akua and Tavares Stephens have been on the cutting-edge of educational excellence, working with students and training teachers.

Chike Akua was selected as Teacher of the Year and one of Ebony magazine’s “50 Leaders of Tomorrow.” Akua is the author of A Treasure Within: Stories of Remembrance and Rediscovery, A Kwanzaa Awakening: Lessons for the Children, and WORDS OF POWER: Ancient Insights and Modern Messages for Parents, Teachers, and Students.

Tavares Stephens is a Teacher of the Year in Clayton County, Georgia and was nominated as the Disney Teacher of the Year. Stephens, the author of Soulfood Café, a penetrating and insightful book of poetry, is known for his riveting spoken word presentations to students and teachers. He is completing a comprehensive workbook and mentoring program to reach our youth and help them succeed. Both educators travel nationally and internationally sharing their techniques for bringing out the best in today’s

Chike Akua

Anthony T. Browder Author, Nile Valley Contributions to Civilization

Chike Akua and Tavares Stephens combine excellent teaching skills, deep knowledge of African history and culture, and, as master teachers, a real grasp of students’ interests and thinking. Reading Revolution is an outstanding product of this mixture, and hence a rare value for schools.

Asa G. Hilliard III — Nana Baffour Amankwatia II, Ed.D. Fuller E. Calloway Professor of Urban Education Georgia State University

I

Reading Revolution Reconnecting the Roots–Volume I By Chike Akua & Tavares Stephens Published by Imani Enterprises 2840 Stone Bridge Trail Conyers, Georgia 30094 www.ImaniEnterprises.org ©2006 Printed in the United States of America Cover Design: BestPrint & Design ISBN 0-9704644-4-4

ALL RIGHTS RESERVED. No Part of this book may be reproduced, stored in retrieval systems, or transmitted in any form, by any means, including mechanical, electronic, photocopying, recording, or otherwise, without prior written permission by the publisher.

Reading Revolution

©2006 Chike Akua & Tavares Stephens

II TABLE OF CONTENTS Preface: Chike Akua ...................................................................... III Foreword: Tavares Stephens ....................................................... VII Reading Selections In the Beginning ................................................................................. 2 The Nubian Connection ..................................................................... 3 African Origin of Writing (Part I) ..................................................... 4 African Origin of Writing (Part II) .................................................... 5 African Masters of Mathematics (Part I) .......................................... 6 African Masters of Mathematics (Part II) ......................................... 7 Hatshepsut .......................................................................................... 8 Maxine Waters ................................................................................... 9 Ptahhotep .......................................................................................... 10 John H. Johnson ............................................................................... 11 Imhotep ............................................................................................. 12 Charles Drew .................................................................................... 13 The Story of Ausar, Auset, & Heru (Part I) ..................................... 14 Alex Haley ....................................................................................... 15 The Great Kingdom of Ghana ......................................................... 16 The Rise of Sundiata (Part I) ........................................................... 17 The Rise of Sundiata (Part II) .......................................................... 18 Angela Davis .................................................................................... 19 Mansa Musa ..................................................................................... 20 Julie Dash ......................................................................................... 21 Sunni Ali Ber (Part I) ....................................................................... 22 Sunni Ali Ber (Part II ) ..................................................................... 23 Cathy Hughes ................................................................................... 24 Ahmed Baba and the University of Sankore ................................... 25 Booker T. Washington (Part I) ......................................................... 26 Booker T. Washington (Part II) ........................................................ 27 George Washington Carver .............................................................. 28 Kay Williams .................................................................................... 29 Kweisi Mfume .................................................................................. 30 Garrett Morgan ................................................................................. 31 Mae Jemison ..................................................................................... 32 Lewis Latimer .................................................................................. 33 Sojourner Truth ................................................................................ 34 Denmark Vesey ................................................................................ 35 Ida B. Wells ...................................................................................... 36 The Berlin Conference (Part I) ........................................................ 37 The Berlin conference (Part II) ........................................................ 38 Nelson Mandela (Part I) ................................................................... 39 Nelson Mandela (Part II) ................................................................. 40 Winnie Mandela ............................................................................... 41 Stephen Biko .................................................................................... 42 Ronald Dellums ................................................................................ 43 Vernon Johns .................................................................................... 44 Hosea Williams ................................................................................ 45 Claudette Colvin .............................................................................. 46 Bloody Sunday ................................................................................. 47 Fannie Lou Hamer ........................................................................... 48 Ralph Abernathy .............................................................................. 49 Coretta Scott King ............................................................................ 50 Fred Shuttlesworth ........................................................................... 51 Marian Wright Edelman ................................................................... 52

Reading Revolution

The Black Panther Party for Self-Defense (Part I) ......................... 53 The Black Panther Party for Self-Defense (Part II) ....................... 54 Carol Mosely Braun ......................................................................... 55 Johnnie Cochran ............................................................................... 56 John Henrik Clarke (Part I) ............................................................. 57 John Henrik Clarke (Part II) ............................................................ 58 Hannibal ........................................................................................... 59 King Shaka Zulu .............................................................................. 60 James Forten .................................................................................... 61 Jean Baptiste Pointe DuSable .......................................................... 62 Olaudah Equiano .............................................................................. 63 Kwame Toure ................................................................................... 64 Oprah Winfrey .................................................................................. 65 Mary Church Terrell ........................................................................ 66 James Weldon Johnson .................................................................... 67 Gwendolyn Brooks .......................................................................... 68 Asa Philip Randolph ........................................................................ 69 Walter White (Part I) ........................................................................ 70 Walter White (Part II) ...................................................................... 71 Angela Bassett .................................................................................. 72 Nat Turner (Part I) ............................................................................ 73 Nat Turner (Part II) .......................................................................... 74 Barbara King .................................................................................... 75 Saul Williams ................................................................................... 76 Cicely Tyson ..................................................................................... 77 Benjamin Banneker .......................................................................... 78 Chief Justice Leah Ward Sears ........................................................ 79 Gabriel Prosser ................................................................................. 80 Maynard Jackson ............................................................................. 81 Emma Chappel ................................................................................. 82 Alonzo Herndon ............................................................................... 83 Miriam Makeba ................................................................................ 84 Peter Westbrook ............................................................................... 85 Catherine Dunham ........................................................................... 86 Haille Sellassie ................................................................................. 87 Randall Robinson ............................................................................. 88 Barbara Lee ...................................................................................... 89 Hill Harper ....................................................................................... 90 The D’Zert Club ............................................................................... 91 Bonus Selections!

Remembering Rosewood ................................................................. 94 Marva Collins ................................................................................... 95 Xernona Clayton .............................................................................. 96 Answer Key ..................................................................................... 97 Student Answer Sheets ................................................................. 103 A Treasure Within ........................................................................ 107 Order Form ................................................................................... 108

©2006 Chike Akua & Tavares Stephens

III

Preface When many people hear the word revolution, they think of war and bloodshed, destruction and death. However, revolution has many meanings. For our purposes here, revolution refers to a person or object revolving around an established center. An example is the earth revolving around the sun. The Earth’s revolution around the sun brings calculable and consistent outcomes. The sun’s gravitational pull keeps the earth stable, and provides light, warmth, and sustenance. Such is the case with Reading Revolution.

Revolution also suggests a dramatic change, a turn of events away from the norm. And if we look at the landscape of education in America, few would argue that a dramatic change is needed. For too many years, the education of African American youth and many others in America has revolved around minimal competency, low academic performance, substandard tests and substandard test scores.

Indeed, this is why we call for revolution! Reading Revolution will assist us in the challenging work of transforming the norm.

The writing of this book series and the production of the supplemental materials has been many years in the making. It is a resource that is long overdue. This resource represents perhaps the most comprehensive attempt thus far in my career as an educator and author to bring together all the elements that will provide a firm foundation of information for the elevation of students and teachers.

For years, educators have been clamoring for a curriculum resource that is both comprehensive and culturally-conscious enough to truly reach and transform the students we teach. We would like to suggest that this is that resource.

All of the curriculum resources that I have developed over the past seven years has been aimed at reconnecting children to the beauty of their culture and history. As a language arts teacher I struggled to find resources that truly met the needs of my students. Out of necessity, I began to create the materials from my own files, research, and lesson plans. I created materials where I saw a critical void between theory and classroom practice.

As a teacher or parent, you will find Reading Revolution to be very user friendly. Each reading selection is set up in the standardized test format with a reading selection on the left hand column and multiple choice questions on the right hand column.

Students will be introduced to new vocabulary words and how to use context clues to discover their meaning. They will learn how to identify the topic, main idea, and supporting details. They will learn how to read carefully, consciously, and critically while analyzing and reflecting upon the people, places and events that they are exposed to. These and many other skills will be cultivated and developed to improve reading comprehension, critical thinking skills and overall academic improvement.

In addition to the skills the student will learn, we are quite pleased that they will emerge from the completion of Reading Revolution with a proper understanding of the true legacy of greatness that they come from. Along with this, not only will their academic skills be improved, but their test-taking skills will improve because of the daily practice that this resource affords.

One of the great tragedies of public education curricula is the teaching of slavery as the beginning of the African American experience. Without setting this period of history in proper context, who could feel good about being a slave? What could be more devastating than to make a child believe that his/her story begins as a slave? Current curricula does not help non-African children see the greatness of African people. And it certainly doesn’t help children of African descent see their greatness. As such, Asa Hilliard notes, that, “today, the formal education of most people of African ancestry is usually accomplished in systems that take us far away from ourselves.”

All of the curriculum materials that I have developed over the years have been based on what I call “The Pyramid Paradigm.”

This paradigm illustrates the elements that must be intrinsic to any educational program, be it curriculum, lesson plans, program development, software, visual or print media.

With this understanding, we must educate our children using The Pyramid Paradigm: taking them from history to their identity and ultimately to their destiny.

Reading Revolution

©2006 Chike Akua & Tavares Stephens

IV

At the left base of the pyramid, we see that history comes first. Dr. John Henrik Clarke taught us that, “History is a [cosmic] clock that people use to tell the time.” This suggests that if we do not know our history, we don’t even know what time it is! But there are many who do know that, despite appearances, this is our time.

On the right base we see that once we develop an understanding of history, we begin to understand our identity. Dr. Edward Robinson has taught us that a thorough understanding of our history gives us a vital nutrient called Vitamin I (for identity).” As Dr. Na’im Akbar notes in his seminal work Know Thyself, “The first function of education is to provide identity.” Identity determines activity. Currently, we are Vitamin I deficient. If our young brothers think they are “n_____,” they will act like n_____. If they think they are thugs they will act like thugs. If our young sisters think that they are” ho’s,” then they will act like ho’s. If they think they are “b_____,” then they will act like b_____—because identity determines activity. Conversely, when our children know that they are the descendants of great masters, they will build strong families, businesses, and communities. They will walk with power and majesty, calling forth a new reality, because identity determines activity. Therefore, to know this history and legacy of excellence is not optional— it is essential! Indeed all children will benefit greatly from this knowledge and insight.

Just as wise and prudent people supplement their diet with multi-vitamins and other essential nutrients that are not found in many of the foods we eat, it is incumbent upon us as educators and parents to be sure to supplement the academic diet of our children with the abundant Vitamin I that can be found in Reading Revolution. This daily supplementation will in turn boost the cultural and academic immune system of Our Children from failure, drop-out, discipline problems, and lack of motivation and initiative. It will provide optimal functioning of the mind, stimulating maturity, increased visioning, problem-solving and academic excellence and achievement.

Once we understand our history and we are rooted in our identity, our future flowers and unfolds into our destiny. We define destiny as “our place in Eternity.” However, Eternity must not be viewed as a far off place that we encounter after death. For indeed it could be argued that we are in Eternity right now. The Ancestors taught us that, “if we wish to live for Eternity, we must build for Eternity.” And when we build for Eternity, we leave a lasting legacy.

Now we must define the terms inside the Pyramid Paradigm. At the base inside the pyramid is culture. Marimba Ani defines culture as, “ordered behavior.” We are in the process of restoring order for our children, families, and communities. Hilliard further notes that, “…our own cultural traditions provide ample answers to the basic human questions all must ask. We can start from our own African center in the creation of a future…and share it with the world.”

Rising up from the base of culture is character. An integral part of cultural awareness is character development. We define character as “the ongoing development of morals, values, critical thinking, and decision-making skills.” Traditional African systems of education were always infused with character-building activities and lessons. This is why Ankhsheshonqi said, “it is in the development of character that instruction succeeds.” This is why Ptahhotep said, “Strive for excellence in all that you do so that no fault can be found in your character.”

Reading Revolution

©2006 Chike Akua & Tavares Stephens

V When one has been exposed to proper cultural and character development, a new mental and spiritual phenomenon emerges.

We call it consciousness. Consciousness is “the expanded awareness of your place in the universe.” We needed our character and our culture to speak to our consciousness. As a result, we are “new creatures” who have been “transformed by the renewing of our minds.”

With this new consciousness comes a new commitment—a commitment to actively participate in the resurrection of African people and the redemption of Humanity. Commitment is at the apex of the Pyramid Paradigm because it is the fruits of the culture, character and consciousness we spoke of earlier.

Every publication that I write is a labor of love, carefully and consciously tested with Our Children and crafted from the needs of Our Children. I have called upon the expertise of my dear friend and colleague, author and spoken-word artist Tavares Stephens. We worked side-by-side in the trenches for many years together, teaching students, training teachers, structuring rites of passage and college-prep programs, encouraging one another, and bouncing ideas off of one another. His knowledge of history, culture, and writing coupled with his understanding of the Spirit of African people drew me to invite him to help me craft this resource. As a former Teacher of the Year, he has consistently demonstrated the standard of excellence with tangible results year after year with children of various cultural backgrounds and socio-economic status.

We are both eager and excited to bring you this resource. And we strongly advise and encourage you to start a revolution in your classroom—with Reading Revolution!

References Akbar, Na’im (1997). Know Thyself Akua, Chike (2001) A Treasure Within: Parent/Teacher Resource Guide Ani, Marimba (1980). Let the Circle Be Unbroken: The implications of African Spirituality in the Diaspora Hilliard, Asa (1987). The Teaching of Ptahhotep: The oldest Book in the World Hilliard, Asa (1997). SBA: The Reawakening of the African Mind Karenga, Maulana (1984). Selections From the Husia Robinson, Edward (1987). Journey of the Songhai People

Reading Revolution

©2006 Chike Akua & Tavares Stephens

VI

Foreword Our children are equipped with an infinite capacity to learn. Using their mental faculties in conjunction with the five senses, they learn by observing, interpreting, and experiencing. From day one, they find themselves in the presence of parents, elders, siblings and peers, and they watch and learn. They examine written texts and audio/visual media and they interpret and learn. They take in life, moving from moment to moment in this world, and they experience and learn. This learning process assists our children in developing mind and character so that they may leave valuable imprints rippling through the consciousness of humanity.

Although every child may not become a world leader, they will lead someone, somewhere in the world. Therefore, they must possess the ability to envision dreams and ideas that make them not only productive citizens, but also self-actualized members of the human family – who’ve tuned into their life’s mission and seek to build legacies that will inspire subsequent generations. Therefore, our children must see themselves in the context of leadership and achievement. We must teach them to envision and manifest by knowing their gifts and talents then utilizing them as tools which will positively affect their lives and the world. Reading Revolution has been created to provide that context and steer our children towards manifesting their greatest gifts.

Reading Revolution is a text for all children. Although its primary focus leans toward inspiring African-American students, it contains information concerning individuals whose lives and legacies transcend the artificial constructs of race. In this text, we learn about individuals who illustrate that the struggles and triumphs of people of African and African-American descent are, in truth, the struggles and triumphs of the human race. Therefore, any child of any ethnic background will find biographies in this book that are simply meant to inspire and share universal principles of leadership, honor, and achievement. Principles found in every branch of the human family.

Reading Revolution is not the first book of its kind. Other biographies covering people of African and African-American descent have been written. Yet Reading Revolution possesses unique applications. It is an interdisciplinary text aimed at enhancing test taking and critical thinking skills while lifting the mind and spirit through inspirational selections. Comprehension questions follow each selection. Through each question, students will examine critical concepts such main idea, inference, and vocabulary. Yet, they will do so while reading about individuals whose lives have had and are having a direct impact on the time in which we live. They are exposed to legendary figures such as Asa Phillip Randolph and Xernona Clayton, current leaders such as Randall Robinson and Maxine Waters, and emerging leaders such as Saul Williams and Chief Justice Leah Ward Sears. Reading Revolution captures a snapshot of these individual’s lives and uses them to show the sacrifice, discipline, self-determination and skill needed to find one’s vision then make that vision come alive. It empowers students to see that there are individuals who may have shared their story or faced challenges similar to the ones they face, yet have still achieved in spite of or possibly because of those challenges. The text also weaves language arts and history by using vivid language and imagery to place historical events in contexts that will excite the reader and cause their passion for knowledge to burn brighter after reading each selection.

When Chike asked me to participate in this project, I immediately accepted and was energized by the opportunity to co-create a work that will be groundbreaking. This text will break cycles of underachievement. It will break cycles of misinformation that distort world history, and it will break cycles of undervaluing the achievements of people of African and African-American descent. Conversely, Reading Revolution will initiate new cycles. It will begin cycles of achievement, self worth, and self- actualization that will give new visions for not only children of color but also for any child who explores the information within and finds hidden treasures of knowledge.

Reading Revolution has not been birthed from Chike’s consciousness and my consciousness into yours but rather from the consciousness of a world desiring that all of its children thrive. Chike and I are simply the vessels chosen to carry forth this particular message. We affirm that as students read, they will be inspired. As they become inspired, they will learn. As they learn, they will take the ideas and tools discovered and put them to practical use in their lives as they excel in the classroom and beyond.

Tavares Stephens July, 2006 Rex, Georgia

Reading Revolution

©2006 Chike Akua & Tavares Stephens

VII

“Follow in the footsteps of your Ancestors For the mind is trained through knowledge.

Behold, their words endure in books.

Open and read them And follow their wise counsel.”

-Kheti

“Sharpen you eye And tune your ear So you’ll know what you see And understand what you hear.”

-Listervelt Middleton

Reading Revolution

©2006 Chike Akua & Tavares Stephens

VIII

To the Student As you read the selections in this book, please keep these strategies in mind: 1.

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When you read, read for information, not answers. If you read for answers, you will miss vital details that will enhance your understanding. If you read for information, you will be able to find the answers with no problem. You will be amazed at what you learn in the process.

Take your time. Do not rush through the reading selections. If you rush, there will be gaps in your comprehension and understanding.

When you begin, scan the first couple of questions so you know what you’re reading for. This helps to focus and streamline your attention on the topic and main idea.

If you see a word underlined in the text , you will be asked what it means. Use context clues to figure out what a word means. Sometimes it will be clearly stated; other times you must figure it out. Read around the word, the sentence before and the sentence after to find clues that help you understand what a word means.

Read carefully, consciously, and critically.

Carefully: pace yourself and take your time. Take note of unfamiliar words and don’t be afraid to read a sentence or paragraph more than once for clearer understanding.

Consciously: note how the person, place, or event you are reading about relates to you. Is the person, someone who has the career you would like to have? Even if the answer is “no” there are many things you can learn from that person’s life.

Critically: as you examine a person’s life and accomplishments, consider the effect this person had on the world. Consider the characteristics this person displayed: leadership, vision, courage, self-determination, creativity, etc. Consider how you can use these characteristics to be successful *Don’t fall for the trick the test maker is trying to play on you, the test taker! Test makers often try to add answer choices like “all of these” or “a and b only” to trick you. This should make you read more carefully before you choose your answer. It also should make you read each answer choice, even when you think you already know the answer.

Envision yourself as an outstanding reader. You will notice that the level of difficulty increases with each reading selection.

As you complete Reading Revolution, you will be thoroughly prepared to perform better in other classes that require a great deal of reading, not just your English or literature classes. You will also be thoroughly prepared for any standardized test that deals with reading.

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Get Ready For The REVOLUTION!

Reading Revolution

©2006 Chike Akua & Tavares Stephens

1

Reading Revolution

©2006 Chike Akua & Tavares Stephens

2

In the Beginning Life on planet Earth began long ago in Alkebu-lan. Alkebu-lan means, “Land of the Spirit People.” Today, Alkebu-lan is called Africa. It is the second largest continent in the world. A continent is a large land mass that is surrounded by water. Africa contains more than 50 countries. To give you an idea of how large it is, the United States of America could fit inside of Africa five times.

The reason Alkebu-lan (Africa) was called the “Land of the Spirit People” is because African people have always been very spiritual.

African people have always had God at the center of all experiences in life. African people have always shaped their way of life around their belief in God. People lived and gathered near rivers because water from the rivers was needed for survival. People needed water to drink. People used the water to bathe themselves. They used the water from the river to wash their clothes, tools and other things needed for daily activities. The river also contained fish which could be eaten.

The Hapi River provided much of what was needed in everyday life. Today, people call the Hapi River the Nile River. It is the longest river in the world, stretching 4,132 miles long. It weaves through 6 countries: Tanzania, Kenya, Uganda, Ethiopia, Sudan, and Egypt.

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Reading Revolution

Alkebu-lan: a. is Africa b. means “land of the spirit people” c. is a small continent d. a and b only Africa is: a. the largest continent in the world b. the second largest continent in the world c. a large country d. none of these A large mass of land surrounded by water is called: a. a country b. a county c. a continent d. all of these The United States: a. can fit into Africa 5 times b. is a continent c. is in Africa d. all of these People lived near rivers: a. because they liked to sail b. because they liked to cruise c. because they needed water d. all of these Rivers were used for: a. drinking water b. fish c. washing clothes d. all of these The Hapi River is the ancient name for the ____________ River: a. Mississippi b. Amazon c. Nile d. Chattahoochee African people have always shaped their way of life around: a. food b. hunting c. God d. violence True or False?: The Nile river is the second longest river in the world.

True or False?: The Nile river weaves through Egypt, Sudan, Kenya, Ethiopia and other countries.

©2006 Chike Akua & Tavares Stephens

3 1. The word civilization means: a. a Black movement for equal rights History shows us that life began at the base of the Nile River, near b. people using law, order, art and science what today is the nation of Uganda. Civilization spread northward. c. a and b only Civilization means the establishment of law, order, art, and science where d. all of these many people work together to move forward.

2. The word emerge means: As civilization began to spread north along the Nile, the nation of a. to come forth Nubia began to emerge. The area of ancient Nubia is now called Sudan. b. to die out One of the earliest major cities of Nubia was called Qustul. The c. to go home Nubians called their land Ta-Seti, meaning, “Land of the Bow.” d. to go out This referred to the highly talented and skilled archers who were very 3. Why was Nubia called “Land of the Bow.” gifted in their use of a bow and arrow. These warriors were so a. because the people had bow-legs skilled that surrounding nations never wanted to go to battle with them. b. Nubia had skilled archers in their army Another major city in Nubia was the city of Meroe. Nubia still has c. a and b only many artifacts and monuments that have survived for thousands of years. d. all of these An artifact is a man-made object, tool or instrument that gives us insight 4. The original name of Nubia was: into the way people lived in ancient times. These artifacts and monuments a. Ta-Seti were built so well, that they have lasted a long time. b. Qustul Another major city in Nubia was Khartoum. Khartoum means, c. Archer “elephant’s tusk.” It refers to the place where Khartoum is located, d. none of these because Khartoum is where the two branches of the Nile River come 5. Artifacts: together. a. are man-made When most people think of pyramids, they think of Egypt. b. are ancient objects, tools or instruments However, there are 223 pyramids in Nubia (Sudan). Also, the kingdom c. give insight into the way people lived of Nubia is older than Egypt. Egypt received much of its knowledge d. all of these from its Nubian neighbors.

6. Which of these was not a major city in Nubia?

Our Ancestors, our family members from thousands of years ago, a. Qustul left many footprints in the sands of time. This means they left clear b. Khartoum evidence of who they were, what they built, what they wrote, and what c. Cairo they believed. d. Meroe The people of ancient Nubia were Black people. There is clear 7. Nubia: evidence of this fact in their art and many of the artifacts of ancient a. is older than Egypt Nubia. b. has over 220 pyramids According to Anthony Browder, “The word Nubia comes from c. today is called Sudan the Kemetic (Egyptian) word nub which meant gold.” It was called d. all of these the land of gold and its people were called Nubians, or “people from 8. Nubians were known as: the land of gold.” a. people of Europe Mr. Browder goes on to state that gold, ebony, incense, spices, b. people of the land of gold ivory, feathers, and animals skins were all exported to the north. To c. people of the land of diamonds export something means to sell it and send it to another land. The land d. none of these that Nubia exported many of its resources to was Kemet. Kemet was 9. To export means: north of Nubia. Today, Kemet is known as Egypt. a. to sell goods to another country or land b. to bring goods into a country or land c. neither of these d. both of these Wooden statues of Nubian 10. Kemet: soldiers (left) and Nubian pyramids (below). a. is north of Nubia b. received much of its knowledge from Nubia c. today is called Egypt d. all of these

The Nubian Connection

Reading Revolution

©2006 Chike Akua & Tavares Stephens

4 1.

Why is it important to know the original names of African countries? a. original names tell us how they viewed themselves and their land b. original names tell us about the people c. original names tell us how the people lived d. all of these 2. The original name of Ethiopia was: a. Kemet b. Kush c. Krakas d. Kansas 3. What is the Greek name for Egypt? a. Aegyptos b. Kemet c. Sudan d. Ethiopia 4. Why is Egypt one of the most widely studied places in the world? a. because it is in Africa b. because so many people are fascinated with it c. it actually is not widely studied Heiroglyph of a scribe writing on a tablet. d. all of these 5. The word influenced means: African Origins of Writing (Part I) a. fired b. inspired Many of the names of African countries were changed over time c. retired by other nations that conquered African kingdoms. It is important to d. dryer know the original names of the countries because these names tell us 6. Kemet was deeply influenced by: about the people and the way they viewed themselves and their land. a. Nubia b. Egypt Ancient Original Name Country c. Greece Nubia Sudan d. Rome Kush Ethiopia 7. The writing system of the Nile Valley was originally Kemet Egypt called: a. hieroglyphics b. medu neter The original name for Egypt was Kemet. Kemet means, “Land c. sacred of the Blacks.” The word Egypt comes from the Greek/Latin word d. b and c only Aegyptos which means, “land of the burnt-skinned people.” The 8. Medu neter means: Greeks traveled into Kemet and studied in the temples under African a. “be quiet” Master Teachers. b. “Word of God” Ancient Kemet is one of the most widely studied places in the c. “sacred utterances” world. There are hundreds of thousands of books and videos about ancient d. b and c only Egypt because so many people are fascinated with the accomplishments 9. Another word for sacred is: of the ancient Kemetic people. a. hole We have seen that the names of the land prove that the people were b. whole Black people. Now let’s look at other evidence of who these people c. holy were and what they accomplished. d. hollow Kemet was deeply influenced by its Nubian and Kushite neighbors to the south. The Kemetic people took what they learned 10. The name of ancient Sudan was: a. Nubia from their neighbors and further developed it. Kemetic people further b. Kush developed the writing systems which began among the Nubians. c. Medu The writing system that was developed in the Nile Valley region d. Neter of Africa was called medu neter. Medu neter means, “sacred [holy] utterances [words],” or “Word of God.” The Greeks would later refer to this writing as “hieroglyphics.” This advanced form of writing used pictures to represent certain words, thoughts and sounds.

Reading Revolution

©2006 Chike Akua & Tavares Stephens

5

African Origins of Writing (Part II) Once they had developed their writing system, the Kemetic scribes (writers) documented (wrote about ) everything that happened in their kingdom. These scribes were carefully and professionally trained to write accurately. They spent many hours a day and many years in training under a master teacher to learn every aspect of the writing.

The Kemetic people developed paper for their writing. It was called papyrus. Papyrus was a plant that grew near the banks of the Nile River.

They cut down these large stalks of papyrus reeds. They would then cut them into long strips. They would lay the strips on a flat piece of rock and pound it to make it flat. Then they would leave it in the sun for several hours to dry.

When it was finished drying, they had the perfect paper to write the medu neter on. The papyrus held the ink and paint well and preserved it for thousands of years. It is because of this ingenious way of writing and paper making that we know so much about ancient Kemetic civilization.

Kemetic people wrote their laws, school lessons about math and science, spiritual writings, and everything else on papyrus. The Kemetic people were very serious about keeping scrolls of papyrus, books and libraries so that people could be educated and intelligent.

Pharoahs (kings) and other royal people used to have their names written inside a shen. A shen is a circular object with the writings of the medu neter inside. When the French came to Egypt, they called it a cartouche. Today, many African Americans who love their heritage have their name engraved on a shen and wear it on a necklace.

Everytime we open a book, a notebook, a newspaper, a magazine, a comic book, or a book of Scriptures, we should think of the wonderful gift of paper (papyrus) and writing that African people gave us. African people gave the gift of writing to the world. It is a gift that keeps on giving.

1. A scribe is one who: a. speaks b. runs c. builds d. writes 2. If you have documented something, you have: a. written about it b. thrown it away c. talked about it d. learned about it 3. Papyrus was: a. the first paper ever made b. made by African people c. not durable d. a and b only 4. Papyrus: a. grew along the banks of the Nile b. was cut into long strips c. was pounded to make it flat d. all of these 5. Why was papyrus good for writing on? a. it held ink and lasted a long time b. it wasn’t water resistant c. it wasn’t waterproof d. all of these 6. Kemetic people wrote which of the following on papyrus? a. spiritual writings b. laws c. math and science d. all of these 7. The Kemetic people kept papyrus rolled up in: a. scrolls b. a safe c. a prison d. cabinet 8. A shen represents: a. a circle b. eternity c. a square d. eggs 9. The French called the shen a: a. francais b. cartouche c. cartoon d. fire 10. True or False? African people gave the world the gift of writing.

Heiroglyph of a scribe and teacher.

Reading Revolution

©2006 Chike Akua & Tavares Stephens

6

African Masters of Mathematics (Part I): The Ishango Bone In a beautiful area of northeastern Zaire, in a village called Ishango, a bone was found that showed ancient Africans had a detailed understanding of advanced mathematics thousands of years ago.

Amidst the lush, green and fertile trees at the source of the Nile River, one of the greatest discoveries in the field of archaeology and mathematics was found. Archaeology is the study of ancient civilizations. To an untrained eye, it just looked like an old bone.

But to one who knows how to understand math at a higher level, it was an important ancient artifact—a tool for solving math problems.

The Ishango Bone, as it has come to be called, is a bone that was found among some ancient tools. The bone has markings on it that clearly show an understanding of prime numbers, a base 10 number system, and multiplication by doubling.

When researchers tried to find out how old the Ishango Bone was, they performed many tests. Researchers do a great deal of study on a subject. When all the tests were completed, they found that the Ishango Bone was over 25,000 years old. This means that ancient African people long ago were studying and using advanced mathematics and so much more long before anyone else in the world.

The discovery of the Ishango Bone proves what so many have known for a long time: that African people were masters of the ancient world. They had discovered many of the mathematical mysteries of life and used their understanding to build great civilizations. They also taught others what they knew. They used their mathematical understanding to build, not just great buildings, but great families, communities, and nations.

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The village of Ishango is located in: a. Uganda b. Zaire c. Egypt d. Sudan 2. The word lush means: a. green and fertile b. brown and infertile c. red and vibrant d. a and b only 3. The source of a river is where it: a. ends b. begins c. dries up d. none of these 4. Archaeology is the study of: a. arcs b. art c. ancient civilizations d. ancient math 5. An untrained eye might not notice: a. an important artifact b. the clothes you’re wearing c. money d. none of these 6. The Ishango Bone was found: a. with other ancient tools b. in a treasure chest c. in a grave d. in a pyramid 7. Which of the following might a researcher do? a. run tests on an artifact b. study a subject or artifact c. throw away artifacts d. a and b only 8. The Ishango Bone is believed to be at least ____ years old. a. 25 b. 250 c. 25,000 d. 250,000 9. Why is it called “The Ishango Bone?” a. it belonged to Shango b. it belonged to Ishango c. it was found in Ishango d. all of these 10. The Ishango Bone is important because: a. it shows that Africans were doing complex math thousands of years ago b. it really isn’t important c. It was a bone d. none of these

The Ishango Bone.

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©2006 Chike Akua & Tavares Stephens

7

African Masters of Mathematics (Part II) The Ahmes Mathematics Papyrus The Kemetic scribes wrote extensively about many subjects. They wrote so much that many ancient pieces of papyrus still exist. The Ahmose Papyrus is a comprehensive book of advanced mathematics. It includes lessons and worksheets that you probably will encounter in high school, college, and beyond.

For African people, mathematics was not just numbers and problems on paper. Mathematics was the pathway to understanding all there is to know. Mathematics was the universal language. According to Dr. Theophile Obenga, the title of the Ahmose Papyrus says, “The correct method of investigating all things in order to know all that exists, each mystery, and every secret.”

The Ahmose Papyrus is an ancient African math textbook. A portion of the Ahmose Papyrus contains a worksheet showing how to find the area of a triangle and other information that would help them later construct the pyramids. Africans in the Nile Valley were masters of mathematics, science, and technology. Perhaps one of the greatest and clearest examples of their intelligence and skill is the pyramids of Giza.

The Great Pyramid of Khufu has over two and half million stones in it. There are tunnels and passages inside the pyramids. Inside the king’s chamber, there are 5 stones that weigh 70 tons. One ton equals 2000 pounds!

The Great Pyramid stands at 481 feet tall and for thousands of years was the tallest man-made structure in the world. Kemetic architecture has influenced much of today’s building technology. The Pyramid in Memphis, Tennessee is a sports arena where basketball games are played.

Many of the top scientists and builders today still do not know how our Ancestors in Kemet were able to build the pyramids. According to Dr. Charles Finch, “…science and technology has not yet risen to the level of the ancient pyramid builders.” And one of the biggest misconceptions is that the pyramids in Kemet were the only tombs where the body of pharaohs were buried.

The pyramids were not just tombs. They were used for teaching and instruction. They were used to observe the stars. As a matter of fact, the pyramids were built so that they lined up with certain constellations (star patterns). As a result of the pyramids being lined up with stars, Africans were able to keep track of certain patterns in the universe.

Understanding these mathematical patterns led them to deep insights about life in the present moment and life in the future; the life they were living then, and the after-life to come.

1. The word extensively means: a. very little b. very much c. very few d. very merry 2. Most people think of ____ when they think of Kemet. a. pyramids b. papyrus c. precipitation d. problems 3. For African people, Math was: a. a way to understand very little b. a way to understand everything c. a way to get confused d. all of these 4. Dr. Theophile Obenga is probably: a. a knowledgable African scholar b. able to read ancient writings c. one who has studied this subject deeply d. all of these 5. Another word for construct is: a. tear down b. build up c. renovate d. all of these 6. The Ahmose Papyrus: a. is an ancient African mathematics textbooks b. contains lessons on how to build a pyramid c. a and b only d. none of these 7. The Great pyramid of Khufu: a. has over two million stones in it b. was originally 481 feet tall c. has tunnels and passageways inside d. all of these 8. A structure is: a. a building or something constructed b. a school for builders c. an ancient textbook d. all of these 9. True or False? Pyramids in Kemet were tombs.

10. Constellations are: a. star patterns b. copper weapons c. copper tools d. all of these

A portion of the Ahmes Mathmatics Papyrus.

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©2006 Chike Akua & Tavares Stephens

8

Hatshepsut Hatshepsut (pronounced Hat-shep-soot) stands as one of the most powerful leaders in the history of ancient Kemet. She ruled during the 18th Dynasty. A dynasty is a period of time in which a family rules for many years. Hatshepsut was the daughter of Thutmose I and Queen Ahmose. When her brother, Thutmose II, was Pharaoh and died, she stepped in and appointed herself as Pharaoh.

There are many things that set her apart as a leader. First, she was one of the few female Pharaohs. The pharaoh was the king, the ruler of the land. The pharaoh was regarded as God’s representative on earth. Additionally, when it came time to build a monument in her honor, rather than build a temple from the ground up, she sent her architects and builders in to the Valley of the Kings and had them to build her a temple carved out of the mountain. Her 3-story temple, designed by Senmut, her chief architect, still stands to this day as a testament to her leadership.

Another thing that makes Hatshepsut stand out as a leader is that she ruled for over 20 years. Her reign as Pharaoh was remembered as a reign of peace. While she sat on the throne, there was not one war in the land. Kemet was very powerful at this time and could have attacked many of the surrounding nations. But she chose peace.

Today, Hatshepsut is regarded as a prototype or perfect example of effective leadership. She left her mark on Kemet, the world, and history.

Queen Hatshepsut’s mortuary temple in the Valley of the Kings (above); Queen Hatshepsut (right).

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In paragraph 1, the word dynasty means: a. country b. TV show c. period of time that a family rules d. a and b only 2. Hatshepsut: a. was the daughter of Thutmose I and Ahmose b. was the sister of Thutmose II c. appointed herself as Pharaoh d. all of these 3. In ancient Kemet,the pharaoh was: a. the king b. the ruler of the land c. God’s representative d. All of these 4. Hatshepsut’s temple is: a. carved out of a mountain b. not very big c. no longer standing d. all of these 5. Hatshepsut’s temple: a. stands 3 stories high b. is located in the Valley of the Kings c. was built by her brother d. a and b only 6. In paragraph 3, the word reign means: a. water falling from the sky b. like snow and sleet c. the period of time a king rules d. all of these 7. Hatshepsut: a. was not a good leader b. caused many wars in the land c. had a reign of over 20 years of peace d. all of these 8. In the last paragraph, the word prototype means: a. effective leadership b. perfect example c. both of these d. none of these 9. True or False?: Hatshepsut lived during the 8th Dynasty.

10. True or False?: Hatshepsut is an example of effective leadership.

©2006 Chike Akua & Tavares Stephens

9

Maxine Waters Congresswoman Maxine Waters has been a voice for people of color, an advocate for the poor, and a servant to all citizens who have elected her to serve as their representative in the 35th District of California.

In November of 2004, Congresswoman Waters was elected to serve in her eighth term in the U.S. House of Representatives. Her district is a diverse population of people ranging from African to Caucasian to Hispanic to Asian American. It covers portions of South Central Los Angeles, West Chester, Gardena, Inglewood, Lawndale, and Playa Del Ray. Though she was elected to the House of Representatives in the late 1990s, Congresswoman Waters has been a public servant for over thirty years. While serving in the California state assembly for nearly a decade and a half, Waters became the Democratic Caucus Chair. With California traditionally being a Democratic Party stronghold, this position made Waters one of the most powerful political figures in the state. Waters used this position as a vehicle for social justice and equal rights. She was a leader in the state of California’s decision to divest large portions of funds from the South African government until it ended the practice of apartheid. She was also instrumental in ensuring that California honored major Civil Rights initiatives. In addition, Waters was a strong advocate for abused children and citizens who are economically disadvantaged.

As a politician on the national scene, Congresswoman Waters helped secure 10 billion dollars in redevelopment funds for cities in need of economic growth. She also secured 50 million in funds for the “Youth Fair Chance” program. This program provides skills training and life planning for unemployed youth who are seeking to better their lives. She’s also played key roles in assuring that the United States provides international aid to countries in need and has been instrumental in promoting programs that have given minority and women business owners opportunities a level playing field and equal access into business ventures capable of expanding productivity.

Congresswoman Waters has risen to her position despite (or possibly because of) her humble beginnings. She was the fifth out of thirteen children and was reared by a single mother. She worked her way through school and college and started her career as a teacher and volunteer. And now she serves her community with the passion, wisdom, and energy that allows her to be an agent of change.

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1.

Which of the following illustrates Congresswoman Water’s effectiveness? a. She was named Time Woman of the Year b. There have been numerous articles about written about her c. She has been given keys to several cities d. She has been re-elected seven times 2. Waters has served as the Democrat’s: a. Caucus Whip b. Caucus Chair c. Green Party Whip d. Spokesperson 3. The population served by Waters is: a. Politically astute b. Underrepresented c. Diverse d. Outspoken 4. In paragraph three, define divest. a. enlarge funds b. redeem c. withdraw funds d. reconstitute 5. In paragraph four, define ventures. a. revelations b. enterprise c. digression d. cast away 6. Waters led California in an economic boycott of : a. Rhodesia b. Eritrea c. Tanzania d. South Africa 7. Based on the passage, why might Waters be considered a master at securing funds: a. She has a background in finance b. She’s raised over 60 billion for charity c. She is Chair of the Federal Finance d. She’s raised over 10 billion dollars for cities and programs 8. In paragraph five, define agent: a. speaker b. producer c. representative d. mediator 9. Waters has passed legislation to aid: a. youth b. minorities c. women d. all answer choices 10. Which fact illustrates passion for success? a. She was a single mother b. She worked as a clerk then as a politician c. She worked her way through school d. all of these

©2006 Chike Akua & Tavares Stephens

10

Ptahhotep In ancient times, there was a land called Kemet in Africa. Today this land is referred to as Egypt. A man named Ptahhotep was a scribe in the king’s court. A scribe is one who copies important documents and writings. Ptahhotep was known for instructing children, in particular, the king’s son. Ptahhotep wrote a book when he was 110 years old. The book contained 37 wise sayings. Ptahhotep’s book is the oldest complete surviving text in the world. It was written over 4300 years ago. There are other books which are older, but incomplete.

Ptahhotep wanted to show young people the difference between the ways of foolish people and the ways of wise people. The purpose for his writing was to teach morals and values. Additionally, the purpose was to teach a behavior code that was to be lived at all times. His instructions are recorded in a book entitled, The Teachings of Ptahhotep: The Oldest Book in the World. The book was researched by Dr. Asa Hilliard, Nia Damali, and Larry Williams.

Ptahhotep’s words would serve us well in modern times because 14 of the 37 teachings contain some of the oldest teachings on nonviolence. Physical violence, however, is not the only kind of violence.

There is verbal violence, in which one speaks words that instigate a fight.

Ptahhotep’s name is a combination of two ancient Kemetic words.

Ptah is one of the names of the Creator. Hotep means “peace.” So his name means, “the Peace of God” or “he who acts so that God is satisfied.”

Ptahhotep wrote that “every man teaches as he acts.” In other words, our actions send a message to others who watch us. What messages do your actions send to others? Though written many years ago, Ptahhotep’s words must be considered. He was an ancient African voice of wisdom, which still has much to teach us today.

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Kemet is: a. Mali b. Congo c. Egypt d. Ghana A scribe is: a. one who scribbles b. one who copies important documents c. one who is scared d. none of these Ptahhotep is known for: a. writing the oldest complete text b. instructing children c. instructing the king’s son d. all of these Which of the following is most true? a. there are other books that are older than Ptahhotep’s b. there are no other books older than Ptahhotep’s c. Ptahhotep was the first was the first person ever to write d. None of these In Ptahhotep’s writings, he: a. shows the difference between the wise and foolish b. teaches morals and values c. teaches a code of behavior d. all of these Who wrote and researched The Teachings of Ptahhotep: The Oldest Book in the World? a. Nia Damali b. Asa Hilliard c. Larry Williams d. all of these Fourteen out of the thirty-seven teachings of Ptahhotep are on the subject of: a. nonviolence b. joy c. love d. kindness The word verbal in paragraph 3 means: a. loud b. spoken c. quiet d. silence Ptahhotep’s name means: a. wise b. foolish c. Peace of God d. all of these “Every man teaches as he acts,” means: a. everyone should be a school teacher b. our actions send a message to others c. not everyone should be a teacher d. none of these ©2006 Chike Akua & Tavares Stephens

11 1.

John H. Johnson (1918-2005) Renowned publishing mogul and entrepreneur, John H. Johnson, understood the power of persistence, sacrifice, faith and love. At the age of twenty four, Johnson asked for a five hundred dollar investment from his mother. He was seeking to begin a business venture that he felt would alter the course of his destiny and lead him to unprecedented success.

Johnson sought to start a publishing company. With this company, he would publish a magazine containing articles that detailed important events affecting the African-American community. This magazine would seek the expertise of important black and white writers who would chronicle racial and social issues. He would call this publication the Negro Digest.

Much to his delight, Johnson’s mother answered his call to invest.

Late in 1942, The Negro Digest was in publication by the newly formed Johnson Publishing Company. By the summer of 1943, readership had already reached 50,000 and by October of 1943, readership had reached 100,000. The digest had become a critical and economic success. Within two more years, Johnson Publishing Company produced the magazine EBONY. By 1951, Johnson expanded the business again by producing JET. Both EBONY and JET, like the Negro Digest aimed at chronicling the lives of African-Americans and the issues that faced them, in addition to highlighting success stories about blacks in all endeavors. These publications showed that many African-Americans were fulfilling their dreams and helped to instill a deep sense of pride in the African-American community. From his mother’s initial investment, the combined readership of EBONY and JET reached numbers of over twenty million.

Yet Johnson did not rest with his achievements in publishing.

Johnson established Ebony Fashion Fair, Fashion Fair Cosmetics, and Johnson Publishing Company Book Division. Each of these businesses not only made Johnson one of America’s 400 wealthiest Americans by the early 1980’s, but they also provided numerous jobs in AfricanAmerican communities. Therefore, an idea, which Johnson initially used to change his own life, has changed the lives of those who have worked for or with Johnson.

During his lifetime Johnson received many awards and prestigious appointments. He served as a special U.S. ambassador to the Ivory Coast and Kenya, has received the NAACP’s Springarn Award, the Horatio Alger Award, the Wall Street/Dow Jones Entrepreneurial Excellence Award, and the Presidential Medal of Freedom to name a few.

Yet Johnson’s most enduring legacy comes from simply living out his dreams. Johnson once said (when referring to his company), “Like the bumblebee that defies all rules of aerodynamics – we flew – and still are flying.” He was a legend who served as a living example of greatness and achievement, and his legacy will continue to inspire all who dare to Reading believe inRevolution and achieve their dreams.

What was Johnson’s field of work? a. housing b. publishing c. government d. industry 2. In paragraph one, define unprecedented. a. artificial b. dumbfounded c. never seen before d. divine 3. In paragraph three, define chronicling. a. increasing b. detailing c. multiplying d. differentiating 4. Johnson raised money to start the business using: a. an insurance bond b. a loan c. cash capital d. real estate funds 5. What is the name of Johnson’s first publication? a. ESSENCE b. The Negro Digest c. EBONY d. The Brown Book 6. Johnson also owned which of the following: a. Ebony Fashion Fair b. The Secumbrium c. Reader’s Digest d. Free World Press 7. According to the passage, how did Johnson’s business change other people’s lives? a. through fair trade agreements b. by changing publishing standards and law c. by encouraging entrepreneurship d. by providing jobs 8. What was EBONY’s subject matter? a. black achievements b. government law c. literacy d. educational policy 9. What is the name of EBONY’s companion publication? a. The New American b. Native Son c. Liner Notes d. JET 10. In paragraph six, define visualize. a. to understand b. mental picturing c. to believe d. to dissect

©2006 Chike Akua & Tavares Stephens

12

Imhotep Four thousand-six hundred years ago there was an African man who showed human beings what true greatness looks like. His name was Imhotep. Imhotep is a Kemetic (Egyptian) name which means, “he who comes in peace.” Imhotep was known, respected, and honored as a genius. He had mastered many fields of study including: medicine, architecture, astronomy, philosophy, and poetry, to name a few.

Imhotep was the prime minister and chief scribe of Pharaoh Zoser.

Imhotep designed the first pyramid ever constructed. It was located in Kemet (Egypt) in a place called Sakkarra. He also designed the temple and 30-foot wall surrounding the whole area. Imhotep’s creation is known as the step-pyramid; it towers over 20 stories in height and is the world’s first skyscraper. But that’s not all Imhotep was known for. Remember, he had mastered many different fields of study.

Imhotep is probably best known as the real “Father of Medicine.”

He is credited with the cure of over 500 illnesses. Back then, what we would call a hospital, they called “per ankh” which means, “house of life.” Imhotep wrote extensively about injuries and the surgical procedures to heal those injuries. He wrote his observations on papyrus, a form of paper developed by the Kemetans.

Imhotep lived over 1500 years before the Greek physician (doctor) Hippocrates who is often called the “Father of Medicine.” But Hippocrates studied from Imhotep’s writings. Oftentimes, throughout history, we find that African people are not given the proper credit for their accomplishments. Today, medical students must take the Hippocratic Oath before practicing medicine. Perhaps it should be called the Imhotepic Oath, giving honor to the real Father of Medicine.

As an architect and designer, Imhotep showed himself to be a master mathematician also. In math class, many students are taught how to find the area of a right triangle using the “Pythagorean Theorem” named after the Greek mathematician Pythagoras. However, Pythagoras studied in Ancient Kemet and lived over 1000 years after Imhotep. In light of this, perhaps the formula should be called the Imhotepic Theorem.

In the late 1990s a movie called “the Mummy” depicted a character named Imhotep as an evil villain. This movie, which people paid millions of dollars to see, was an insult to African people because it made people think that Imhotep was an evil person rather than the priest, healer, architect, and genius that he was. If you don’t know your history, someone can lie to you about your history and have you pay money to see it!

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Imhotep lived: a. in 1946 b. 4600 years ago c. 6400 years ago d. in 1496 2. The name Imhotep means: a. he who comes in peace b. he who is an evil villain c. doctor d. poet 3. Which of the following fields of study did Imhotep Master? a. Philosophy b. Medicine c. Architecture d. All of these 4. Which king did Imhotep serve under? a. Menes b. Hatshepsut c. Zoser d. Akhnaton 5. Why is Imhotep’s pyramid called a step-pyramid? a. it has over 1000 stairs on it b. it is shaped like 6 stair steps c. he enjoyed step-dancing d. none of these 6. Why is Imhotep regarded as “The Father of Medicine?” a. he had a cure for over 500 illnesses b. he wrote extensively about injuries c. he wrote extensively about surgical procedures d. all of these 7. Per Ankh was the ancient Kemetic “House of Life.”

The Per Ankh is similar to what we, today, would call a: a. cemetery b. hospital c. police station d. none of these 8. Why is Hippocrates not the Father of Medicine? a. he came 1500 years after Imhotep b. he studied from Imhotep’s writings c. he wasn’t a doctor d. a and b only 9. According to the writer, the movie, “The Mummy”: a. was an insult to African people and their history b. was a great movie c. had great special effects d. all of these 10. The movie, “The Mummy” showed Imhotep as a(n): a. evil person b. good person c. doctor d. architect

Imhotep and his step pyramid at Sakkara.

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©2006 Chike Akua & Tavares Stephens

13 1.

Dr. Charles R. Drew (1904-1950) Have you ever heard of the Red Cross? If you have, then you know that the Red Cross encourages people to donate blood. The blood is stored in a blood bank for people who need blood due to accidents or disease. But if it had not been for Dr. Charles Drew, the Red Cross would not be very effective at helping millions of people.

Drew was born in Washington, D.C. in 1904. He attended Amherst College. At that time, most Blacks could not go to medical school unless it was Meharry Medical School, a school for Blacks in Nashville, Tennessee. Charles decided to go to Canada for medical school. He received his medical degree from McGill University in Montreal, Quebec.

After that, he attended Columbia University to do more research.

While studying at Columbia University, he developed the idea of the blood bank. He had found a way to separate blood plasma, which is the liquid part of the blood, after separating the plasma from the rest of the blood, which contained red blood cells. As a result of this, he was able to save blood and store it for long periods of time.

This discovery saved many lives during World War II. It was such a needed discovery that Dr. Drew was appointed as the director of a project to save blood for Great Britain. The program was called Blood for Britain; so, he organized a blood bank in London.

The Red Cross then began to set up donor stations so that blood could be collected for the American Armed Forces. Dr. Drew was asked to be the director of this important project. But when the United States War Department demanded that African American blood be separated from White blood, Dr. Drew resigned. He quit his job as director of the program because he understood that it was foolish to separate blood based on race.

Dr. Drew became the Chief Surgeon at Howard University’s Freedman’s Hospital. He was also a professor of surgery. He trained many young medical students to carry on the tradition of excellence that he started.

On April 1, 1950, Dr. Drew was driving to a clinic in Tuskegee, Alabama to deliver a lecture. His car ran off the road and rolled over.

He was thrown from the car and the vehicle rolled over him. It is believed that he fell asleep while driving. He died at the young age of 46. He lost so much blood that he could not be saved. But Dr. Drew’s discovery of the blood bank would go on to save many lives throughout the world.

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The Red Cross: a. stores blood in a blood bank b. encourages people to donate blood c. has helped millions of people d. all of these 2. Dr. Drew went to medical school at: a. Meharry Medical School b. McGill University c. Howard University d. none of these 3. Why did Charles decide to go to school in Canada? a. most Blacks were not allowed to go to White medical schools b. he didn’t like America c. a and b only d. none of these 4. Plasma is: a. the red blood cells b. the white blood cells c. the liquid part of the blood d. all of these 5. Learning how to separate blood plasma allowed Dr. Drew to: a. store blood for long periods of time b. to operate on a person c. to do more surgeries per year d. none of these 6. A blood bank is: a. a place where you pay for blood b. a place where you can get a blood loan c. a place where blood is donated and stored d. all of these 7. The Red Cross wanted to collect blood: a. for no special reason b. for American soldiers c. to keep blood away from those who need it d. none of these 8. In paragraph 5, the word resigned means: a. to quit b. to start c. to begin d. to finish 9. At Freedman’s Hospital, Dr. Drew: a. was Chief Surgeon b. was a professor of surgery c. trained medical students d. all of these 10. Dr. Drew died: a. in World War II b. in World War I c. in a car accident d. by lynching

©2006 Chike Akua & Tavares Stephens

14

The Story of Ausar, Auset, and Heru One of the oldest stories of Kemet’s history is the story of Ausar, Auset, and Heru. The Greeks referred to them as Osiris, Isis, and Horus.

Ausar was the great and powerful king of Kemet. Auset was his wise and nurturing queen. Ausar was known as “The Lord of the Perfect Black.” He ruled his kingdom thoughtfully and responsibly, helping to provide for the needs of all the people. Under his leadership, the kingdom prospered greatly.

But Ausar’s evil brother, Set, wanted to take the throne from him.

Set planned a scheme to kill the king. Set brought a funeral coffin to Ausar. He asked Ausar to get in because they wanted to prepare a great and wonderfully decorated coffin for when he died. He also told Ausar that they wanted to honor him. Set tricked Ausar into getting into the coffin.

Once Ausar was in, Set slammed the coffin shut and locked it.

Ausar could not get out. Set then dismembered (cut apart) Ausar’s body.

He then scattered all the parts of Ausar’s body.When Auset learned of the death of her husband, she was deeply grieved and saddened. When she found out that his body had been cut into pieces, she went in search of his dismembered pieces, so she could re-member him and put his body back together. Auset found each of the pieces of Ausar’s body and began to put him back together with bandages. It took her seventy days.

Ausar and Auset’s son was Heru. Growing up without his father, (the king) deeply troubled him. He went in search of his evil uncle, Set. He wanted to defeat Set and regain the throne of his father. When Heru confronted Set it was a difficult battle.

During the battle, Set poked out one of Heru’s eyes. Heru had lost his vision in the heat of the battle. He knew that in order to win the battle, he had to recover his eye and his sight. This he did and defeated Set and became King of Kemet.

After defeating Set, Heru was filled with such great spiritual power that he transformed himself into a hawk and flew into the heavens to tell Ausar of his victory. Heru had avenged the death of his father Ausar by defeating his evil uncle, Set. According to Anthony Browder, it is from the name Heru that we get the word hero, “a person who performs a difficult task or risks their life in battle to save another.” Elements of this story can be found in the folktales of many other cultures. In fact, elements of this story are found in the hit animated movie, “The Lion King.”

1. The word thoughtfully means: a. carefully b. thoroughly c. clearly d. thankfully 2. The word responsibly means: a. not taking care of all obligations b. taking care of all obligations c. having no obligations d. all of these 3. Which of the following was known as “the Lord of the Perfect Black?” a. Auset b. Heru c. Ausar d. Set 4. To prosper means: a. to improve one’s way of life b. to tell the future c. one who tells the future d. b and c only 5. Set: a. was Ausar’s brother b. murdered Ausar c. wanted to be the king d. all of these 6. The word dismember means: a. to put together b. to cut into pieces c. to fall down d. to get up 7. The word grieved means: a. angry b. saddened c. jealous d. happy 8. Auset: a. was Ausar’s wife b. put Ausar back together c. had a son with Ausar d. all of these 9. The word avenge means: a. to get revenge b. to get a receipt c. to get a retreat d. to get a repeat 10. Heru transformed himself into a hawk: a. so he could fly all over the world b. so he could fly to heaven to tell Ausar about his victory over Set c. so he could fly close to the sun d. all of these

Heru, Ausar, Auset (l-r).

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©2006 Chike Akua & Tavares Stephens

15

Alex Haley Many writers possess a natural ability to tell stories that profoundly affect the thoughts and actions of an entire society. Their stories reveal a society’s darkest secrets or greatest human attributes, and therefore, inspire people to be better. Their stories make citizens more aware of their actions affect the world – as they begin to realize that the actions of today are integral parts of the lives we will live tomorrow. Alex Haley mastered this art and because of his mastery he helped redefine the social consciousness of America and the world.

Haley’s work allowed the world to peer into the minds of several important figures in modern history. While working as a freelance writer for a popular magazine, Haley secured interviews with notables and luminaries such as Malcolm X, Dr. Martin Luther King, Jr., Sammy Davis Jr., Miles Davis, Johnny Carson, Melvin Belli (Jack Ruby’s defense attorney), and Muhammad Ali. These works gave America and the world in depth views into the lives of important figures and gave Haley’s voice credence that would lay the foundation for two literary works that would alter the landscape of twentieth century literature.

In 1965, Haley published The Autobiography of Malcolm X. The book was co-written by Haley and Malcolm X himself and it gave a direct view into the heart, mind, and soul of Malcolm X. Because of Malcolm X’s stature and influence on world politics and race relations, Time Magazine named the book as one of the ten most important of the twentieth century. It is still widely read and sold today.

In 1976, Haley published Roots: The Saga of an American Family.

In this book, Haley chronicles the life of one of his ancestors, Kunta Kinte. Kinte was kidnapped from Gambia in 1767 and sold into slavery.

The book then chronicles the life of Kinte and the generations he helped birth once brought to America. The book eventually became a television mini series and reached over 130 million viewers in its first airing. This success followed a Pulitzer Prize for the novel and helped the book become published in 37 languages and sell millions of copies worldwide.

According to Haley, the book took ten years to write.

Prior to his death, Haley began another historical book based on the life of one of his great grandmothers - Queen. This book was also a huge success and published under the title Alex Haley’s Queen. It, too, became a television miniseries seen by millions of viewers.

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Whom did Haley interview while working for a popular magazine? a. Michael Jordan b. Malcolm X c. Eldridge Cleaver d. Jimmy Carter What is Haley’s most noted book? a. Soul Genesis b. Ancestral Memories c. Dichotomies d. Roots Who was the main character in Roots? a. Alex Haley b. Malidoma Some c. Patrice Lamumba d. Kunta Kinte How many viewers witnessed the miniseries Roots in 1976 (approximately)? a. 86 million b. 130 million c. 100 billlion d. 250 million In paragraph one, define attributes. a. intricacies b. qualities c. volumes d. processes In paragraph two, define credence a. restriction b. credibility c. denial d. universality Haley wrote the autobiography of: a. Haile Selassie b. Waverly Rhoades c. Imhotep Yamin d. Malcolm X Haley could be best described as: a. resourceful b. superfluous c. an historian d. demented In paragraph three, define stature. a. ascension b. malice c. reputation d. goodwill The main idea of this passage could be best described as: a. one man’s fascination with research b. a man’s desire for truth c. the body work produced by a noted author d. how history effects one’s choice of work

A scene from Alex Haley’s Roots.

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©2006 Chike Akua & Tavares Stephens

16

The Great Kingdom of Ghana The first of the great West African Empires that we have record of is Ghana. Ghana means “warrior king” and refers to the rulers of the Soninke people who ruled the region. But this was a name that foreigners gave it. The name that the Soninke people called it was “Wagadu,” meaning “place of herds.” According to Patricia and Fredrick McKissack, in their book The Royal Kingdoms of Ghana, Mali, and Songhay, From about 500 B.C, Ghana experienced many years of peace and prosperity (wealth) because of two natural resources: iron and gold.

These two metals were used for tools, weapons, and jewelry.

Iron tools gave farmers an advantage in growing their crops. Iron weapons gave warriors an advantage over others who fought with wood because iron weapons are much stronger and more durable (meaning they last longer).

The first scholars to write about Ghana never actually visited there.

Al-Bakri, a Black man who lived in Spain, spent a lifetime compiling and bringing together records, documents, and interviews with hundreds of people who had visited west Africa. His book was called The Book of Routes and Kingdoms.

Another writer, however, an Arab named al-Ya’Qubi’ wrote, “There is the kingdom of Ghana. The king is mighty and in his land are gold mines. Under his authority are various other kingdoms—and in all of this region there is gold.” Ghana had so much gold that ordinary people adorned themselves with golden jewelry and wore cloth spun with strands of golden thread.

Another very important resource which Ghana had in abundance was salt. Salt was a vital resource because it was used to preserve food and keep it from spoiling. Also, people who live in very hot areas like western Africa need extra salt because the body loses a lot of salt when it sweats. Salt was also used to season food for extra flavor.

Reading Revolution

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The word Ghana means: a. Soninke b. Warrior-king c. place of gold d. place of herds 2. The original name of Ghana was: a. Wagadu b. Soninke c. warrior-king d. place of herds 3. The word prosperity means: a. Poverty b. Prism c. great riches d. none of these 4. The book by Patricia and Fredrick McKissack talks about what other two African Kingdoms besides Ghana? a. Kemet and Kush b. Nubia and Kush c. Mali and Songhay d. all of these 5. The two natural resources that helped Ghana become great were: a. silver and gold b. gold and salt c. gold and iron d. diamonds and pearls 6. Why did iron weapons give Ghanaian warriors an advantage? a. iron weapons were stronger b. iron weapons lasted longer c. iron weapons had magical powers d. a and b only 7. Al-Bakri: a. wrote a book about Ghana b. never visited Ghana c. was a Black man who lived in Spain d. all of these 8. The word adorn means: a. to wear something that looks nice b. to wear something that looks bad c. to take something off d. none of these 9. The word vital means: a. very important b. not very important c. silly d. funny 10. The word preserve means: a. to keep fresh b. to let spoil c. to wash d. to clean

©2006 Chike Akua & Tavares Stephens

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The Rise of Sundiata (Part I) The Kingdom of Mali became a great power in west Africa after the fall of Ghana. They began to control the gold and salt trades from 1200 to 1500. One of the most famous kings of Mali was Sundiata,whose name means, “The Hungering Lion.” The story of Sundiata has a long part of the tradition of Mali for hundreds of years. It is a story of courage, faith, and self-determination that is used to teach life lessons.

During Sundiata’s childhood, there was a wicked and evil king named Sumanguru in west Africa. Sumanguru terrorized his people in many ways. First he taxed the people heavily. Then, he ordered anyone who opposed him to be killed. Also, he brutally enslaved the women he captured. After defeating a large portion of West Africa, he declared himself king of Ghana. He would soon be coming to attempt to take Mali.

But then the Keita Clan came into power in Mali. A clan is a family or close group of people. The Keita Clan ruled Mali for three centuries. Maghan Kon Fatta, Sundiata’s father was king and his mother, Sogolon, was one of the king’s wives .

The love and favor that King Maghan showed Sundiata and Sogolon angered the king’s other wife, Sassouma. Sassouma grew to hate Sundiata and Sogolon. Sassouma wanted her son, Prince Dankaran, to be the king when Maghan died.

As a boy, Sundiata was physically disabled. It took him much longer to develop than the average child. For example, by the age of seven, he still could not walk. Sassouma used this to try to constantly embarrass Sogolon and Sundiata.

Soon King Maghan died. Sundiata was still a child. The kingdom became very weak and it wasn’t long before the evil and wicked king Sumanguru came to take the land. When Sumanguru’s army came to capture the land, he spared the lives of some of the people. He spared Sundiata and Sogolon’s lives because they looked so helpless and harmless. Sumanguru mocked the people and said they were all weak and spineless like their king’s son, Sundiata.

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Sundiata means: a. Kingdom of Mali b. Hungering Lion c. faith d. all of these What allowed Mali to become a great kingdom? a. their ability to control gold and salt trade b. their great warriors c. their hard work d. their castles Sumanguru was: a. a wicked king b. Sunduata’s father c. Sundiata’s mother d. Sundiata’s brother The word brutally means: a. with tenderness b. with great care c. with great violence d. without care Sumanguru: a. declared himself king of Ghana b. enslaved women he captured c. defeated a large portion of west Africa d. all of these The word clan means: a. to put your hands together making a loud sound b. a family or close group of people c. to grab in you hands d. a and b only Sassouma was: a. jealous of Sundiata and Sogolon b. constantly trying to embarrass Sunaiata c. Sundiata’s sister d. a and b only The word constantly means: a. all the time b. not very often c. instantly d. foolishly Sassouma wanted: a. to kill Sogolon b. her son Dankaran to be the king c. to marry Samanguru d. all of these Why did Samanguru spare Sundiata’s life? a. he didn’t see Sundiata b. he couldn’t find Sundiata c. he thought Sundiata was harmless d. he didn’t think he could kill Sundiata

©2006 Chike Akua & Tavares Stephens

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The Rise of Sundiata (Part II) The power of the mind is incredible. There are few things that can’t compete with a made-up mind. This is because thought leads to action, and action leads to results. Powerful thoughts can change any situation. There is a power within every human being that gives them the ability to rise up against the odds to achieve greatness. Sundiata tapped into that power.

It was after the humiliation by Sumanguru that Sundiata determined to overcome his disability and learn to walk. A wise blacksmith crafted metal braces for Sundiata’s legs. Through the power of his mind and spirit, rigorous exercise, and the loving support of his family, Sundiata began to walk.

It was a painful process. He strengthened not only his physical endurance but he also strengthened his mental endurance. He trained not only his body but his mind and spirit. He continued to train long hours and grew tall and strong, becoming very skilled as an archer. An archer is one who uses a bow and arrow.

Sogolon taught her son the culture and history of their land and people. She taught him that a king must be strong and wise. Soon the jealous Sassouma tried to take Sundiata’s life. Sogolon and Sundiata fled to Ghana where Sundiata became a well known warrior-hunter.

After several years of Sumanguru ruling Mali with an iron fist, some of Sundiata’s people sent for him, asking him to come help defeat Sumanguru. They needed a leader and a general and they knew Sundiata could lead them.

Sundiata returned and the two armies were about to meet in a battle near the Niger River. The night before the battle, Sumanguru visited Sundiata in the form of an owl. He tried to intimidate and scare Sundiata into surrendering. But Sundiata was unshakable in his determination to defeat Sumanguru and reclaim the throne of his father.

It has been said that “the battle is won or lost before it even begins.”

This means that a person’s confidence and mental power often determines the outcome before it starts. The battle begins in the mind with the ability to clearly envision victory. Sumanguru was shaken by Sundiata’s self-confidence. When Sundiata’s soldiers fought, the tide of the war soon began to shift in Sundiata’s favor. Sumanguru hid behind his men.

But Sundiata was able to graze his shoulder with a poisonous arrow.

Sumanguru fled to the mountains and was never heard from again.

Sundiata emerged as the great warrior-king who ruled Mali from 12301255.

Reading Revolution

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The mind is powerful because: a. the mind is incredible b. it is in the brain c. the thoughts of the mind can change any situation d. it is in the skull 2. Why did Sundiata choose to overcome his disability? a. he was tired of Sassouma making fun of him b. he was angry because Sumanguru made fun of him c. he just wanted to walk d. none of these 3. What allowed Sundiata to learn to walk? a. the power of his mind and spirit b. an operaton c. medicine from the drug store d. all of these 4. Sundiata trained his: a. body b. mind c. spirit d. all of these 5. An archer is: a. a place to pick apples b. one who uses a bow and arrow c. a blacksmith who works with iron d. a and c only 6. Sogolon taught Sundiata: a. to be strong and wise b. how to walk c. the culture and history of their land and people d. a and c only 7. What is meant by “Samanguru ruled with an iron fist?” a. he was hard and cruel to the people b. he was generous to the people c. he was weak and without power d. all of these 8. In paragrapah five, define intimidate. a. to soar b. to scare c. to see d. to flee 9. “The What battle does is won this quote or lostmean? before it even begins.” a. the battle begins in the mind b. confidence and mental power determine the outcome c. clearly envisioning victory determines the winner d. all of these 10. Sundiata: a. defeated Sumanguru b. hit Sumangur with a poisonous arrow c. became king of Mali d. all of these

©2006 Chike Akua & Tavares Stephens

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Angela Davis Angela Davis’ desire to see an America where free thought is honored, free speech is recognized, and freedom for all individuals is ensured has taken her from the halls of academically elite schools to the walls of prisons, to the hearts and minds of individuals who believe that the social change needed to make the world a better place must be demanded, pursued, and achieved at all costs.

Davis is the daughter of educators. She began her education in the schools of Birmingham, Alabama but finished high school in New York City. After completion of high school, she attended Brandeis University and graduated with highest honors (magna cum laude). While still in high school, she was able to study in France and Germany and this experience empowered her. She saw an expanded vision for race relationships, intercultural dialogue, and freedom for the masses. She eventually began to adopt Communist and Socialist philosophies – believing both to be better alternatives than America’s capitalist driven Democracy. As a high school student, she had also become active in the Black Panthers and continued her affiliation with the Panthers well into adulthood.

After earning a Masters of Arts at the University of California, San Diego, Davis began teaching as a professor at the institution. Her tenure there was very short lived however. Her affiliation with the Black Panthers and the Communist Party drew negative criticism and she was not offered a position during her second year as a professor. Soon after this event, Davis then found herself in an enormous controversy after being accused of assisting in the jail break of a noted Black Panther member. She fled from California and was placed on the FBI’s most wanted list. After being apprehended in New York, she spent eighteen months in prison while on trial. She was found innocent of all charges in 1972. During this time, she wrote a book about her experience, and upon her release, was hailed as a heroine. Many saw her as an individual who stood up to government injustices and won.

Davis has remained extremely active in the feminist movement, the movement for prisoners rights, and she continues to lecture on the need for people of all races to be able to strive for freedom and full human expression in all societies. She is a sought after lecturer and her messages are still eagerly received worldwide. To many, she remains a symbol of courage in the face of adversity and seeking truth and freedom regardless of the consequences.

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Davis could be described as: a. domineering b. defenseless c. revolutionary d. aggregate 2. Davis is a native of: a. Alabama b. California c. Michigan d. South Carolina 3. Graduating magna cum laude indicates Davis’: a. strength b. curiosity c. value of learning d. will power 4. Based on the passage, Davis most likely has: a. millions of dollars b. three degrees c. a diverse group of associates d. the key to the city of San Diego 5. Davis became a college professor at: a. a noted institute b. her rival school c. her alma mater d. a technical school 6. In paragraph two, define philosophies. a. trend b. way of thought c. realization d. mode of discourse 7. In paragraph three, define hailed. a. despised b. derided c. chided d. honored 8. In paragraph four, define adversity. a. weaponry b. challenges c. distrust d. healing 9. Davis turned near tragedy into: a. desperation b. delusion c. confusion d. triumph 10. Davis was affiliated with: a. the Democrats b. Communists c. Black Panthers d. both b and c

Angela davis in the late 1960s.

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©2006 Chike Akua & Tavares Stephens

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Mansa Musa Mansa Musa is revered, highly respected, and remembered as the greatest king of Mali. In the 25 years of his reign, he doubled the land area of Mali. The Empire of Mali was larger than the continent of Europe.

He tripled the trade industry in surrounding areas and kept Mali prosperous.

Mansa Musa is most noted for his trip to Mecca in Saudia Arabia.

On this journey he took five hundred servants who all carried six-pound staffs of pure gold. There were almost 60,000 people in his caravan.

The travelers and supplies he took with him were enormous. Along with the people, he also took three hundred camels and each carried 300 pounds of gold on their backs. A hundred more camels carried food, clothing, and other supplies.

It took eight months for his caravan just to arrive to Cairo in Egypt.

When he arrived there he met with some of the local religious leaders to improve business, then moved on to Mecca. The journey from Mali to Mecca was some 2,500 miles. Imagine the amount of food, water, medicine and money for such a trip. A trip that long is almost the entire distance from New York to California in America.

When Mansa Musa finally arrived in Mecca, he found that news of who he was arrived before he did. The streets were buzzing with the sounds of people who were waiting to see the famed king of Mali. People crowded the streets to see the African king who had so much gold.

Mansa Musa paid for everything in gold, every service and every product. He also gave many fine gifts to those who hosted him. Beggars lined the streets in hopes of receiving a gold nugget from him.

By the time Mansa Musa left the region, he had put so much gold out in the area that the value of gold fell. It took twelve years for the price of gold to go back up.

Mansa Musa made business deals with the religious leaders in Mecca and they helped him build his empire even more. Additionally, he invited a Moorish (Black) architect named es-Saheli to return with him to Mali. Es-Saheli’s designs changed the architecture of Mali. He changed the way buildings were designed. Mansa Musa invited him to design the Sankore Mosque at Timbuktu, a grand center of education and worship.

Reading Revolution

1. The word revered means: a. highly respected b. highly resurrected c. highly circumspect d. highly spectacular 2. During his 25 year reign, Mansa Musa: a. doubled the trade in Mali b. tripled the land area in Mali c. doubled the land are and tripled the trade d. none of these 3. On Mansa Musa’s trip to Mecca, he took: a. 300 camels b. 60,000 people c. 300 pounds of gold d. All of these 4. The word caravan means: a. an American minivan b. travelers and supplies on a long journey c. a place where cars are fixed by mechanics d. all of these 5. The trip from Mali to Mecca was _____ miles. a. 250 b. 2500 c. 25000 d. 250000 6. The distance from Mali to Mecca is the distance between: a. Atlanta and Chicago b. Detroit and Lansing c. New York to California d. none of these 7. Why were the people of Mecca waiting to see Mansa Musa? a. they had heard that he was handsome b. they had heard that he had magical powers c. they had heard how rich he was d. all of these 8. What made the value of gold go down in the region of Mecca? a. Mansa Musa brought so much gold with him b. There was already a lot of gold in the land c. People just didn’t like gold anymore d. All of these 9: As a leader, Mansa Musa: a. made business deals with religious leaders in Egypt b. made business deals with religious leaders in Mecca c. had new mosques built in Mali d. all of these 10. Es-Saheli: a. was a Black architect b. designed the Sankore mosque c. met Mansa Musa in Mecca d. all of these

©2006 Chike Akua & Tavares Stephens

21 1.

Julie Dash Film writer and director Julie Dash carves paths where paths have been hidden, creates songs where voice has been muted, and restores sight where eyes have been blinded by misconceptions of the world.

She uses her artistic vision as the vehicle to accomplish these tasks and in doing so tells the story of characters (in particular, black female characters) whose lives exhibit the strength that makes them mothers, daughters, sisters – and creators of new visions – in the worlds in which they live.

In 1977, as a graduate film student at UCLA, Dash directed “Diary of an African Nun.” The film won the Director’s Guild Award for a Student Film at the Los Angeles Film Exposition and was a sign of the major success that would soon follow. Six years later, Dash directed “Illusions.” In this film, she tells the story of two black women who became pioneers in Hollywood during the World War II era. In this film the characters use bonds of sisterhood and trust to overcome the challenges of racism and sexism in the film industry. This film won the award of “Best Film of the Decade” given by the Black Filmmaker Foundation in 1989 – six years after it was released.

From 1988 until 1990, Dash released four movies respectively titled “Breaking the Silence,” “Phyllis Wheatley,” “Preventing Cancer,” and “Relatives.” Although her work has garnered critical acclaim from its inception, in 1991, she released the film that made her a household name among the average film viewer. In that year, she released “Daughters of the Dust.” This film tells the story a Gullah family living on the Sea Islands of Georgia and South Carolina. The family was descended from slaves who had kept many aspects of African culture in tact for centuries. The film received the “Best Cinematography Award” at the Sundance Film Festival in 1992 and was named one of the top fifty independent films in history by Filmmaker’s Magazine.

To date, Dash has directed over twenty films and music videos, written two novels, and created an award winning website. Perhaps her best known film is “The Rosa Parks Story,” featuring Angela Bassett as Rosa Parks. Through her work, Julie Dash continues to infuse life into the American cultural experience through visions that give authentic yet rarely seen views of African-American women. As a writer and director, she not only shares a commentary on the life of black women, but she also creates a living, breathing dialogue that allows the core of these women to shine with a brilliance that expands the vision of who black women are and what their spirits, minds, and souls can offer to the world.

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Dash can be described as: a. trepid b. delusional c. a visionary d. disruptive 2. Dash uses her work to: a. express impossible visions b. express propaganda c. deal with issues that effect women d. remind people to smile 3. Dash studied film at: a. USC b. UCLA c. CBS d. NBC 4. Which of Dash’s films won “Best Film of the Decade?” a. Phyllis Wheatley b. Illusions c. Moon Daughters d. Son of Suns 5. In paragraph one, define misconceptions. a. definitions b. erroneous beliefs c. discussions d. quandaries 6. In paragraph three, define inception. a. genesis b. beginning c. divergence d. both a and c 7. Why was “Daughters of the Dust” an important historical film? a. it was a story of trust b. it told a family’s lineage c. it made millions of dollars d. it was Dash’s best film 8. Filmmaker’s Magazine describes “Daughters of the Dust” as: a. poignant and well written b. the most impressive independent debut c. a lasting treasure d. one of the top independent films in history 9. Dash won her first film award: a. in high school b. in 1994 c. in film school d. in 1979 10. Dash’s work: a. has expanded the world’s view of AfricanAmerican women b. been misinterpreted c. been under intense scrutiny d. been unappreciated

©2006 Chike Akua & Tavares Stephens

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Sunni Ali Ber (Part I) The birth of the Songhay Empire began with the escape of two royal prisoners of war. Mansa Musa, the great Emperor of Mali, had taken Ali Kolon and his half-brother Sulayman Nar as royal captives to be raised in his court. Mansa Musa did this to ensure that the king of Songhay would never try to conquer him for fear that his two children would be killed.

Both boys were captured at the age of 15. Rather than treating the boys cruelly and keeping them locked up, Mansa Musa raised them up among his leaders. They were educated in the history, tradition and customs of Mali. They were trained as soldiers, warriors, and hunters.

The ate the best food, dining sumptuously whenever they liked. They dressed in fine clothes. They were treated as royalty. They were given everything—except their freedom.

When Mansa Musa died, the two, now young men, decided to escape. This they did, fleeing the Mali Empire and returning to their home town of Gao in the Songhay territory. The two young men were greeted with a hero’s welcome only to find that their beloved father had died. They were deeply grieved at their father’s death.

According to Baba Hassimi Maiga, who traces his family line back to Songhay, adulthood [manhood and womanhood] is not given, but proven. A soldier had to prove his skill not just in training, but in battle.

Ali Kolon and Sulaymen Nar had trained many years in the king’s court.

They had also been educated in how to be a leader, carrying out matters of the state. They would soon prove their manhood by daring to face the feared soldiers of Mali.

Upon his return to his country, Ali was greatly welcomed and proclaimed the new king. With the help of his half-brother, Sulayman Nar, they began to plan to build an empire of their own. While captives in the Mali royal court under Mansa Musa, they had studied deeply and learned the skills of being able warriors and statesmen. They had dreamed of one day returning to rule their land and now they had their chance.

They used their leadership and military skills learned in the royal court to establish the Songhay Empire.

Reading Revolution

1. A captive is a: a. a person who captures b. a prisoner c. a prison guard d. a and c only 2. Why did Mansa Musa capture Ali and Sulayman ? a. he wanted them to be slaves b. to be sure the king of Sognhay wouldn’t attack him c. he had a bad habit of kidnapping people d. he was going to kill them 3. Ali and Sulayman: a. ate the best food b. dressed in fine clothes c. were educated d. all of these 4. Ali and Sulayman were given everything except: a. an allowance b. freedom c. education d. fine clothes 5. Ali and Sulayman were from: a. Kemet b. Ghana c. Gao d. Nubia 6. When Ali and Sulayman returned to their home, they found that: a. their father had died b. their mother had died c. their grandmother had died d. their grandfather had died 7. The word grieved means: a. joyous b. confused c. deeply saddened d. very thoughtful 8. Manhood is not given, but proven. What does this mean? a. a boy is considered a man when he turns 18 b. young men had to prove themselves in battle c. young men had to prove themselves by dating a lot of girls d. none of these 9. Upon returning home: a. Ali was proclaimed king b. Sulayman was proclaimed king c. Sulayman began to help plan to build an empire d. a and c only 10. What helped Ali and Sulayman establish the Songhay Empire? a. they had a large amount of money b. the people of Mali were afraid of them c. the skills they learned while in Mali d. all of these

©2006 Chike Akua & Tavares Stephens

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Sunni Ali Ber (Part II) Once he was proclaimed the new king in 1464, Ali took the name Sunni Ali Ber. Sunni means, “replacer,” and “Ber” means, “great.” He declared Songhay to be independent and Mali was unable to recapture it.

Soon, Mali lost its hold on the gold and salt industry and other territories began to revolt also leading to the fall of Mali. Mali was eventually absorbed into the Songhay Empire. For about one hundered years, Songhay would also control the lands of the former Ghana Empire.

In order for Songhay to be strong, Sunni Ali needed to control the two cities that made Ghana and Mali great. The cities of Timbuktu and Jenne were a part of a prosperous trading network. Sunni Ali knew that he must capture these cities.

Timbuktu had been a thriving city of trade and a great learning center in the Mali Empire. It contained the University of Sankore, a mosque (Muslim place of worship) and school where learned scholars came to study from all over Africa, Asia, and Europe. But a wicked leader named Akil had allowed the city to be raided and burned on many occasions. Still, within the kingdom, the city was of vital importance.

For Sunni Ali Ber, taking Timbuktu turned out to be an easy feat without incident. This is because the people of Timbuktu wanted to be free from their leader, Akil. They secretly sent a message to Sunni Ali Ber, giving him valuable military information about where the weapons of the city were hidden. When Sunni Ali Ber and his soldiers marched into Timbuktu in 1468, they took the city without a fight.

Jenne, on the other hand, took much more time and effort. After surrounding the city with his army, Sunni Ali Ber expected the king to surrender. However, the king refused to surrender. The Songhay warriors stayed in place, expecting the people to surrender, perhaps because they had run out of food. The standoff continued for seven years until finally the king of Jenne finally surrendered. Sunni Ali Ber ruled the Songhay Empire for 26 years before dying in 1492 in an accident on his horse.

Reading Revolution

1. The name Sunni Ali Ber means: a. Ali the conqueror b. Ali the great replacer c. Ali the great warrior d. all of these 2. What led to the fall of Mali? a. Mali lost control of the diamond mines b. Mali lost control of the gold and silver mines c. Mali lost control of the gold and salt trade d. a and c only 3. Why did Sunni Ali Ber have to capture Jenne and Timbuktu? a. both cities were part of a wealthy network of trade b. because his cousins lived there c. he actually didn’t want to capture the two ctites d. a and c only 4. Timbuktu : a. was a thriving city b. is a place that never really existed c. contained the University of Sankore d. a and c only 5. Akil was: a. a wicked leader who allowed the city to be raided b. the president of the University of Sankore c. the king of Mali d. all of these 6. The word vital means: a. unimportant b. important c. similar d. large 7. Why was taking Timbuktu easy: a. Sunni Ali Ber received secret information b. the people wanted to be free from Akil c. Sunni Ali Ber found out where the weapons were d. all of these 8. Jenne: a. was an easy city to capture b. was a difficult city to capture c. was a city Sunni Ali Ber did not need to capture d. a and b only 9. When the Songhay warriors surrounded Jenne: a. they expected the people to surrender b. the people surrendered c. they were unable to capture the city d. a and b only 10. How long did the standoff at Jenne last? a. 17 years b. 7 years c. 26 d. 16

©2006 Chike Akua & Tavares Stephens

24 1.

Cathy Hughes (1947- ) Who would guess that a divorced, single mother could go from being homeless to building a media empire worth over $300 million?

Believe it. Cathy Hughes has shown that anything is possible with faith, hard work, and vision.

Born and raised in Omaha, Nebraska, Cathy got married and had a child as a very early age. However, the marriage failed and she found herself struggling just to survive. She moved to Washington, D.C. and in 1973 was asked to help improve sales at Howard University’s radio station, WHUR. In her first year, she improved sales from $250,000 to $3 million. At WHUR, she also created the now popular romantic evening radio format called “The Quiet Storm.”

In 1980, she purchased her first radio station in D.C., WOL-AM. She made it a 24-hour Black talk radio station. Many people said it would never work. Cathy Hughes proved them all wrong. Twenty-five years, and hundreds of millions of dollars later Hughes’ company Radio One is a smashing success. She has dozens of radio stations in major cities throughout America including Baltimore, Richmond, Chicago, and Atlanta to name a few. Most of her stations are either, hip-hop, gospel or jazz formats. In addition, Radio One has a cable television network called TV One. Things were really rough in the beginning. She had applied for a loan to purchase a radio station, but was turned down 32 times! But for Hughes, giving up is not an option. Finally, on the 33rd try, her persistence paid off when she was granted a loan from a bank. But this wasn’t the end of her problems.

When she first purchased WOL in 1980, she had lost her home. So she and her son Alfred slept on the floor at the radio station in her office.

For many years, she was there 24 hours a day. When she didn’t have money to hire radio DJ’s and talk show hosts, she got behind the microphone and started one of the most popular talk-radio shows in D.C. Cathy Hughes and WOL became known as “the voice of the community.”

Today, Alfred Liggins, her son, is the CEO (Chief Executive Officer) of Radio One. He has helped the company grow steadily and acquire many more radio stations around the country. Cathy Hughes and Radio One train and hire many young African Americans who are interested in a career in communications and entertainment.

While Cathy Hughes has been in the business for over 30 years, she is nowhere near retirement. Of the many hours a day she works, she says, “My job does not tire me out: it energizes me. I love communicating with my people and seeing the results of my efforts. I just love radio.”

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Cathy Hughes was born and raised in: a. Omaha, Nebraska b. Washington, D.C. c. Richmond, VA d. none of these At WHUR, Hughes: a. started “The Quiet Storm” format b. increased sales c. was very successful d. all of these Radio One is: a. the name of the first radio station she purchased b. the name of her company c. the first radio station she ever started d. all of these Most of Hughes stations are: a. jazz b. gospel c. hip-hop d. all of these When Hughes applied for a loan for her radio station: a. she got the loan on the first try b. she was turned down 3 times c. she was turned down 32 times d. she never got a loan In the early days, when Hughes lost her home, she and her son: a. stayed with friends b. slept on the floor at the radio station c. stayed with family d. none of these Cathy Hughes: a. trains and hires young Blacks b. is not interested in hiring others c. only wants to make money d. is not involved in her community The CEO of Radio One is: a. Cathy Hughes b. Alfred Liggins c. Tom Joyner d. all of these In paragraph 6, the word acquire means: a. to purchase b. to sell c. to take d. to make Cathy Hughes is: a. now considering retirement b. currently retired c. nowhere near retirement d. all of these

Cathy Hughes in the studio.

Reading Revolution

©2006 Chike Akua & Tavares Stephens

25

Ahmed Baba and the University of Sankore From the 1300s to the 1700s, Timbuktu was one of the greatest cities in all of Africa. Situated near the Niger River, this great center of learning was known throughout the land. It was also an important trading center for gold, salt, iron, and books. Timbuktu had quite a reputation for educational excellence and wealth—so much so, that students and scholars came from all over Africa, Asia , and Europe to study at the famed University of Sankore. Being near the river gave people easy access to this thriving city of trade and education and attracted many people.

Ahmed Baba was the President of the University of Sankore for 30 years. During this time, he upheld the African standard of excellence, running the university with great vision. Also during this time, he authored 42 books. This means he wrote more than one book per year in addition to his duties as president. Additionally, Ahmed Baba had over 1600 books that he owned in his personal library. This shows that he knew the power of books could transform the mind. To Africans who introduced the art of writing to the world, books were sacred and holy.

Books were valued so much that people paid for books using only gold. The book a person desired to purchase would be placed on one side of a scale and gold dust would be sprinkled on the other side of the scale until the scales were balanced. Books in Timbuktu and in the Empires of Mali and Songhay were literally, “worth their weight in gold.”

Because of this, the book industry was just as lucrative as the gold, salt, and iron industries.

People who studied at Timbuktu learned law, medicine and healing, writing and literature, astronomy (study of the stars), and agriculture (the study of farming) and much more. They took their knowledge and understanding of what they learned back to other parts of Africa, Asia, and Europe. Some even came to America. History also shows us that virtually every home in Timbuktu had an extensive library of books and manuscripts.

A portrait of Ahmed Baba (right) and the University of Sankore at Timbuktu (below).

Reading Revolution

1. The word situated means: a. educated b. dictated c. located d. truncated 2. People came from _____ to attend the University of Sankore: a. all over Africa b. Europe c. Asia d. all of these 3. What attracted people to Timbuktu? a. the University of Sankore b. the trade industry c. the fact that it was near the river d. all of these 4. Which of the following best proves that Ahmed Baba was an effective educational leader at University of Sankore? a. he remained president for 30 years b. he knew how to read c. he had 1600 books in his personal library d. he actually wasn’t an effective leader 5. Ahmed Baba knew that books: a. were not very important b. could transform a person’s mind c. could not be written by Black people d. a and c only 6. The word lucrative means: a. profitable b. poor c. pitiful d. penitent 7. The word sacred means: a. ungodly b. holy c. devilish d. church 8. What evidence shows the value of books in Timbuktu? a. books were paid for using gold dust b. almost every home had a library c. people made as much money with books as with gold, salt, and iron d. all of these 9. People who studied at University of Sankore: a. took the information back to Asia, Europe, and all over Africa b. were poor students c. didn’t take their studies seriously d. none of these 10. Which of the following was offered at University of Sankore? a. agriculture and astronomy b. medicine and healing c. writing and literature d. all of these ©2006 Chike Akua & Tavares Stephens

26 1.

Booker T. Washington (Part I) (1856-1915) Have you ever wanted something in life so badly that you would do almost anything to get it? The one thing in life that Booker T. Washington wanted was an education. Washington was born during the time of slavery. He watched his parents struggle day after day without pay. In 1863, after the Emancipation Proclamation was issued, his family was released from slavery. They moved to Malden, West Virginia.

Growing up in West Virginia, he observed his parents and other Blacks in their struggle to live day after day. Life for them seemed to be not much better than it was when they were slaves.

The reason young Booker wanted an education so badly was that while White children were in school learning to read, write, and do math, he had to go to work. He worked long hours every day in a salt mine with his brother and step-father. Each day, he passed the school for White children on his way to the salt mine. He knew that he could go further in life if only he could learn to read and write—if only he could go to school.

He wanted to learn to read so badly that he begged his mother to find a book for him. This she did. She found him a Webster’s spelling book. He began teaching himself to read, letter by letter, sound by sound, word by word. Day by day his skilled improved. But he knew he had to continue his education outside of his hometown because none of the adults around him had a formal education either.

One day, Booker overheard some adults talking about a special “colored” school in Hampton, Virginia. At this school, they said a person could learn all sorts of wonderful skills. The name of this school was called Hampton Institute. Booker dreamed more and more every day about attending Hampton Institute, but his family had no money to send him. He decided that he would go anyway.

At the age of 16, he set out walking…500 miles to Hampton, Virginia! Since he had no money to take a train, walking was the only alternative. But he didn’t mind. He was willing to do something extreme to reach his dream. After many days of traveling, he was tired and hungry and his bones ached. When he reached Richmond, Virginia, he found work on the docks of the river, unloading ships. This allowed him to earn enough money to take a train the remaining 60 miles to Hampton.

When he finally made it to Hampton, he had no money to attend the school. He told the woman in the admissions office his story. She sent him to a room to wait to see the admissions officer. The room had a chair and a broom in it. Booker took the broom and swept the room clean. He did everything he could to make the room look better than when he had first come in. Walking 500 miles and cleaning that room ended up being Booker’s entrance exam. The admissions officer was impressed with Booker’s determination. He admitted Booker as a student and allowed him to work on campus cooking and cleaning to earn his tuition.

Reading Revolution

What did Booker T. Washington want more than anything else as a young man? a. money b. fame c. education d. nothing 2. Why was Booker not allowed to attend to school? a. his parents didn’t want him to b. he had to work c. there was no school in his town d. none of these 3. Instead of going to school, Booker and his brother had to: a. work in a salt mine b. work on the farm c. clean the house d. paint the house 4. How did Booker learn to read? a. he went to school b. his mother bought him a book c. he taught himself d. b and c only 5. What was the special school that Booker heard about? a. University of West Virginia b. Malden College c. Virginia Tech d. none of these 6. How did Booker get to Hampton? a. he took a train part of the way b. he walked most of the way c. by plane d. a and b only 7. How did Booker raise money to take the train? a. he cleaned houses b. he cut grass c. he unloaded ships d. all of these 8. Booker’s entrance exam to Hampton Institute was: a. sweeping and cleaning a room b. walking and finding his way to Hampton Institute c. the SAT d. a and b only 9. True or False?: Booker worked his way through college by cooking and cleaning.

10. True or False?: Booker was willing to do something extreme to reach his dreams.

©2006 Chike Akua & Tavares Stephens

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Booker T. Washington (Part II) (1856-1915) Once Booker T. Washington started as a student at Hampton Institute, he excelled above his fellow students. His thirst for knowledge made him work harder than most. He graduated at the top of his class.

Samuel Chapman Armstrong, the president of Hampton Institute, was so impressed with Booker that he offered Booker a teaching position at the school.

Booker initiated the adult night school program. At that time, so many Blacks were working just to survive that they couldn’t afford not to work and just go to school. But many were willing to go to classes after work until late into the night. Booker’s adult night school flourished with hundreds of students and became very popular at Hampton Institute.

After a few years of teaching at Hampton, Samuel Armstrong came to Booker with another opportunity. The people of Tuskegee, Alabama needed a school just like Hampton Institute in their small town. They had set aside a small parcel of farm land to begin the school, but they needed someone to run the school. Booker T. Washington was the logical choice. So off he went to Tuskegee, Alabama.

It wasn’t long before Booker established Tuskegee Institute. This school, like Hampton, would teach Blacks farming, building, business, and other skills needed to be successful.

Things were very difficult in the beginning. Because money was extremely limited, the first classroom was a chicken coop and an old barn. As more students enrolled, students were taught how to design and build by actually constructing all the buildings on campus. The students made their own clothes and raised animals for food. Booker T. Washington’s educational program stressed that Blacks should not rely on anyone but themselves. He taught that Blacks could produce everything that was needed for their survival; then, he proved it.

Today, Tuskegee University is one of the top schools for veterinary science in the country. Many students are trained to work with animals.

The spirit of Booker T. Washington can still be felt on the campus.

Tuskegee offers what Washington called “an education for the head (mind), hand (hard work), and the heart (morals and values).”

Students at Tuskeegee Institute (above) and Booker T. Washington home (right).

Reading Revolution

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The president of Hampton Institute was: a. Booker T. Washington b. Samuel C. Armstrong c. Mr. Morehouse d. Mrs. Spelman 2. After graduating from Hampton, Booker was offered: a. $10,000 b. a job as a bank manager c. a teaching position at Hampton d. none of these 3. At Hampton, Booker started: a. studying b. an adult night school c. thinking d. none of these 4. What made the adult night school so successful? a. blacks wanted to learn b. blacks would come at night, after work c. many could not come during the daytime d. all of these 5. In paragraph 5, the word constructing means: a. to look b. to build c. to think d. to talk 6. What skills were taught at Hampton and Tuskegee? a. business b. building c. farming d. all of these 7. Tuskegee’s first class was a: a. chicken coop b. mansion c. out house d. all of these 8. How did students at Tuskegee learn how to design buildings? a. they built all the buildings on campus b. they looked at blueprints c. they watched other people build d. none of these 9. Today, what program is most popular at Tuskegee? a. education b. business c. building and construction d. veterinary science 10. The school motto for Tuskegee is “an education for the head, the hand and the: a. heat b. heart c. help d. all of these

©2006 Chike Akua & Tavares Stephens

28 1.

Carver in his lab (above, right).

George Washington Carver George Washington Carver was born in 1860 in Diamond Gove, Missouri. As the son of slave parents, he had very little education for the first ten years of his life, until he left the plantation in search of it. He went to Kansas and worked odd jobs as a farm hand, cook, and laundry helper.

He was twenty five years old when he started his freshman year at Simpson college in Iowa. Later, he entered Iowa Agricultural College (now called Iowa State University). There George studied botany, the study of plants. He also studied agricultural chemistry; that is, the study of using the proper chemicals to improve farming.

George became an outstanding scholar at Iowa State and was asked to be an assistant instructor in botany. After receiving his master’s degree, George received a letter from Booker T. Washington, the founder and president of Tuskegee Institute. Washington encouraged Carver to be an instructor at Tuskegee. Carver accepted the offer and spent the remaining years of his life at Tuskegee.

When Carver moved to the South, farmers were having problems with the soil. The southern states of Alabama, Georgia, South Carolina, and others were suffering due to soil depletion. The cotton plant had been grown in the south for nearly 200 years.

As a result, the soil was no longer rich, in the minerals needed to grow crops. Carver told the farmers to plant peanuts because it would replenish the soil with nitrogen. “Planting peanuts,” he said, “will restore richness to the soil.” The farmers planted peanuts and were able to enrich the soil as well as their pockets.

Carver eventually developed over 300 uses for the peanut, including face cream, ink, shampoo, and soap. He is best known for inventing peanut butter. He produced similar inventions with sweet potatoes, pecans, and southern clay.

George Washington Carver died on the campus of Tuskegee Institute on January 5, 1943. He left his life’s savings of $33,000 to establish the George Washington Carver Foundation which helped provide opportunities to Black scientists. As a botanist and agricultural chemist, Carver left a legacy of excellence for future scientists to follow.

Reading Revolution

George Washington Carver left home at the age of ten looking for: a. his father b. an education c. work d. none of these 2. Carver was born in: a. Missouri b. Kansas c. Tuskegee d. all of these 3. Botany is: a. the study of life b. the study of plant life c. the study of the brain d. all of these 4. As an agricultural chemist, Carver: a. studied the proper use of chemicals to improve farming b. became a student at the University of Georgia c. became bored with his work and quit d. a and b only 5. Booker T. Washington asked Carver to: a. loan him $5000 b. teach at Tuskegee c. stop studying d. none of these 6. What problem did southern farmers have when Carver arrived at Tuskegee? a. too many Black people were without work b. farmers needed more equipment c. the soil was depleted d. animals were dying and no one knew why 7. What is soil depletion? a. when the soil begins to multiply b. when the soil loses its essential minerals c. when the soil begins to disappear d. none of these 8. In paragraph 5, what does the word replenish mean? a. to restore to its original state b. to drain something of its richness c. to soak something with a liquid d. none of these 9. Carver is best known for inventing: a. peanut face cream b. peanut ink c. peanut butter d. peanut oil 10. To help future scientists, Carver: a. left a legacy of excellence b. left $33,000 for a foundation c. did nothing d. a and b only

©2006 Chike Akua & Tavares Stephens

29

Kay Williams: “Dollars and Sense” Kay Williams may never have imagined how growing up in a trailer court would lead to her success as a business woman. Born and raised in Yorktown, Virginia, she lived with her parents and two sisters in a house in a trailer court. Her father, Joe Myers bought mobile homes to provide housing for Black soldiers stationed at nearby Ft. Eustis. Black soldiers were often denied housing on the army base because of discrimination.

Joe Myers decided that this was a good opportunity to make extra money and help people in need.

As a teenager, while her parents were at work, Kay would oftentimes clean the trailers, (to get them ready for renting) and take applications from young couples seeking a place to stay. She would also take cash and checks and issue receipts to the tenants.

Learning how to be responsible for money at a young age gave Kay the knowledge to one day be her own boss.

Kay went on to earn a degree in physical education at Hampton Institute (now Hampton University) and taught for several years in public schools. Then she earned a masters degree at the University of Tennessee (UT) and was the assistant director of recreation and director of club sports. She and her husband Earl had been involved in several small businesses over the years including a pizza parlor. Soon, Kay left UT to begin working at IBM. Earl, who had been working in the food service industry with Ocean Spray Juice Company, suggested to Kay that she could start a business as a distributor.

A distributor is one who supplies products to businesses to be sold.

Kay decided to leave IBM and set up KACO Supply Company. Based in Atlanta, Georgia, Kay supplied paper and plastic products, like napkins, paper towels, plates, and cups. She supplied packaged food products and plastic eating utensils. She supplied all these things to prisons, schools, hospitals, shelters, and city and county facilities. She also supplied trash can liners to Turner Field where the Atlanta Braves played their baseball games. This may not sound like a very profitable business; however, it was very lucrative. She made more money than she ever would have if she had continued to work for IBM or anyone else. She kept products stored in her warehouse and makes deliveries in her van. Kay was always meeting new people, establishing new contacts, and expanding her client base. Best of all, she took orders from no one because she was her own boss.

Being your own boss is not easy. She had to discipline herself to make deliveries, secure new contracts, and make sure her customers were satisfied. If she didn’t work, she didn’t get paid. It was all on her shoulders, but she enjoyed the challenge. She found a way to make money doing something she loves. That’s what finding the right career is all about. Her goal was to make enough money to become a philanthropist; that is, one who gives large sums of money to charities.

Reading Revolution

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Why did Joe Myers buy mobile homes? a. to make extra money b. to provide housing for Black soldiers c. to get the attention of army officials d. a and b only When did Kay gain much of her early skills with handling money? a. while in college at Hampton Institute b. while a the University of Tennessee c. while working at IBM d. while working for her father in his trailer court Which of the following did Kay not do for her parents? a. accept cash and checks from tenants b. issue receipts to tenants c. purchase more mobile homes d. clean the trailers and get them ready for renting Which of the following is not true? a. Kay worked for Ocean Spray Juice Company b. Kay worked for IBM c. Kay was an athletic director at UT d. Kay earned a masters degree at UT A distributor is: a. the manufacturer b. the store owner c. the person who owns the prison or schools d. one who supplies products to businesses to be sold KACO supplied all of the following except: a. paper plates, cups and napkins b. office furniture c. packaged food products d. plastic eating utensils Lucrative means: a. poor b. middle class c. profitable d. welfare A philanthropist is one who: a. studies philosophy b. studies philology c. gives money to charities d. studies physiology True or False?: Kay has probably made more money with her own business than she did working for IBM. True or False?: Joe Myers was very influencial in Kay’s life.

©2006 Chike Akua & Tavares Stephens

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Kweisi Mfume (1948- ) Kweisi Mfume has been beating the odds all is life. He relates his inspiring story in his book No Free Ride. Born Frizzell Gray in Turners Station, Maryland, he was the only boy in a family of four children. He survived the abuse of his father until his father abandoned the family when young Frizzell was 12 years old. His mother, Mary Willis, worked hard to care for her children and keep the family together, despite hard times. Young Frizzell was tempted by the life on the streets but stayed busy in activities like playing the trumpet in the Falcon Drum and Bugle Corps.

But at the age of 16, when his cancer-stricken mother died in his arms, his life took a dramatic downturn. After her death, he dropped out of school, drifted to a life hustling on the streets, and forgot the lessons his mother taught him about how important his education was. She had also taught him that he had to look after his younger sisters.

As his life headed for tragedy, there was an amazing breakthrough.

On Hankins Corner, where he and his friends could often be found, smoking, drinking, and gambling, young Frizzell had a vision of his late mother. She told him that he strayed from her teachings. His friends laughed at him and thought he was just high. But the vision transformed him and he vowed that, no matter what, he would resume and complete his education and live up to the responsibility his mother had prepared for him to take.

Over twenty-five years, two college degrees, and five children later, Frizzell Gray is now Kweisi Mfume: a man on a mission. His name means “conquering son of kings.” The one-time Baltimore city councilman and Congressman (serving a ten year term), is also the former president of the NAACP. To look at him today, most people would never guess the courage, hard work, and inner strength it took him to become successful against the odds.

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Reading Revolution

Mfume probably named his book No Free Ride because: a. he wants young people to know they must work hard for everything in life b. he got on the bus and forgot to pay c. he didn’t have enough money to ride the bus d. he had to borrow some money for a bus transfer At what age did his father abandon him? a. 10 b. 11 c. 12 d. 13 Where was he born? a. Turners Station b. Baltimore c. Washington, D.C. d. Atlanta How old was Mfume when his mother died? a. 14 b. 15 c. 16 d. 17 After his mother died: a. he stayed in school and graduated with honors b. he dropped out of school and got involved in the street life c. went to live with his grandmother down south d. he flunked out His mother died from: a. cancer b. a drive-by c. murder d. a heart attack Which of the following changed Mfume’s life: a. he got drunk and passed out b. he got high c. he dropped out of school d. he saw a vision of his mother Kweisi Mfume’s name means: a. man on mission b. conqueror c. son of a gun d. conquering son of kings How many years did Mfume serve a Congressman? a. 5 b. 10 c. 15 d. 20 Mfume should be remembered for: a. being a thug b. being a single father c. being a high school dropout d. changing his life around

©2006 Chike Akua & Tavares Stephens

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Garrett A. Morgan (1875-1963) Garrett Morgan was a multi-talented man of vision. He created many inventions that helped advance science and technology. Born March 4, 1875 in Paris, Kentucky. He left Kentucky and moved to Cincinnati, Ohio where he had his first invention.

In Cincinnati, he secured his first job as a handy man in a sewing machine shop. He sold his first invention (an improved sewing machine) for $50 in 1901. In 1909, using his invention he opened a tailoring shop, which manufactured dresses, suits and coats. The shop employed 32 workers.

Later, Morgan directed his attention to inventing a device to help firefighters. Many firefighters were losing their lives to harmful fumes from thick smoke. Many of the devices of the day were not dependable.

As a result, in 1914, Morgan developed a breathing device which kept firefighters from inhaling toxic fumes.

But his invention of the gas mask was not just used by firefighters, it was also used by engineers, chemists, and workers who were constantly exposed to harmful fumes or dust. He later improved it so that it would carry its own air supply. This invention of the gas mask saved the lives of many soldiers during World War I and the wars following it. Morgan founded the National Safety Device Company to promote his products.

In 1916, a tunnel being constructed under Lake Erie exploded leaving many workers of the Cleveland Water Works Company trapped.

Some of them died as a result of the explosion. Firefighters and police were afraid to enter the dangerous tunnel. Morgan and his brother Frank were summoned. Wearing gas masks, Morgan, Frank, and two volunteers courageously entered the tunnel. They all came out safely and many lives were saved. Morgan was awarded many medals and awards for his bravery and ingenuity in creating the gas mask.

Perhaps Morgan is best known for his invention in 1923. He invented the traffic signal. This traffic signal would soon be developed into the overhead traffic light that is in use today. He sold his invention to the General Electric Company for $4,000. Morgan’s ingenuity paid off handsomely. This kind of creative thinking serves as an example of how a person can take an idea and make it a reality to help thousands of people.

Reading Revolution

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Garrett Morgan was born in: a. Cincinnati, Ohio b. Cleveland, Ohio c. Paris, Kentucky d. Louisville, Kentucky 2. Morgan’s first job was as a(n): a. inventor b. handy man c. seamstress d. all of these 3. What did Morgan do with his first invention? a. sold it for $50 b. opened a tailoring shop c. made dresses, suits and coats d. all of these 4. Why was Morgan’s breathing device so important? a. many firefighters were dying due to inhaling toxic fumes b. other breathing devices were not dependable c. it protected firefighters from toxic fumes d. all of these 5. In paragraph 3, the word toxic means: a. furious b. harmful c. angry d. happy 6. Morgan’s invention of the gas mask was used by: a. chemists b. engineers c. firefighters d. all of these 7. Why were firefighters and police afraid to enter the Lake Erie tunnel? a. an explosion left many workers trapped b. because they were cowards c. they didn’t care d. none of these 8. In paragraph 5, the word courageously means: a. weak b. strong c. bravely d. smart 9. Morgan is best known for inventing the: a. gas mask b. sewing belt fastener c. traffic light d. none of these 10. In the last paragraph, the word ingenuity means: a. foolish thinking b. creative thinking c. silly d. all of these

©2006 Chike Akua & Tavares Stephens

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Dr. Mae C. Jemison (1956- ) When Mae Jemison was a child, she knew she wanted to be an astronaut. Though her family couldn’t afford a telescope, that didn’t stop her from being an avid star gazer. She would go outside at night and watch the stars for hours thinking about how vast and endless the universe is.

“When I was about five or six years old, I used to look at the stars with my uncle and he would tell me they were just like the sun, except they were millions of miles away. That was why they were so small. I have always been interested in astronomy and what goes on in the world.

So I guess you could say I’ve been interested in space travel ever since I can remember,” says Jemison.

While a student at Morgan High School in Chicago, Mae remembers, “I went through a phase when I was probably from ten to fourteen years old, where I read lots of astronomy books, not science fiction, but actual astronomy books.” She went on to Stanford University in California on a National Achievement Scholarship.

Four years later, her dream of becoming an astronaut began to unfold even more. The National Aeronautics and Space Administration (NASA), began accepting applications for those interested in flying on the space shuttle.

At the time Mae was a medical student at Cornell Medical College.

Mae sent her application in to NASA in 1986. Mae traveled extensively in Africa to Sierra Leone, Kenya, and Liberia. She had also studied in Cuba and Thailand. She had become fluent in Russian, Japanese, and Swahili.

One year later, she was selected out of more than 2000 applicants to be an astronaut on the space shuttle. For the next five years, she worked at NASA in Houston. The rigorous training was not easy: She had to be in physical shape and intellectual shape.

On September 12, 1992, Mae fulfilled her childhood dream when she and six other astronauts boarded the space shuttle Endeavor at Kennedy Space Center in Florida. Dr. Mae C. Jemison, physician and chemical engineer, became the first female African American space traveler.

Mae is currently a professor at Dartmouth College. She remembers the healthcare needs of African people from her travels as a student and young doctor. She has now turned her attention to improving healthcare in Africa.

Reading Revolution

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In paragraph 1, the word avid means: a. eager b. pitiful c. sad d. none of these Mae’s uncle taught her: a. about biology b. about the sun and stars c. about chemistry d. all of these While at Morgan High School, Mae: a. was a cheerleader and a track star b. read many books on astronomy c. failed science d. none of these Which of the following colleges did Mae attend? a. Stanford University b. Cornell Medical College c. UCLA d. a and b only Mae traveled to: a. Thailand b. Kenya c. Cuba d. all of these Why did Mae know so many languages? a. it was a part of her medical school curriculum b. actually, she didn’t know anything except English c. because she traveled so much d. none of these In paragraph 5, the word fluent means: a. to speak easily b. with difficulty c. a and b only d. none of these In paragraph 6, the word rigorous means: a. difficult b. slow c. easy d. weak Mae has accomplished many things. She has been

a(n): a. doctor b. astronaut c. chemical engineer d. all of these 10. What does Mae do now? a. she was preparing to go to Mars b. she is a college professor c. she is trying to improve healthcare in Africa d. b and c only

©2006 Chike Akua & Tavares Stephens

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Lewis Latimer (1848-1928) Most people have heard of Thomas Edison and know that he invented the light bulb. What most people don’t know is that it could not have gained such widespread use without the assistance of Lewis Latimer.

Many people have heard that Alexander Graham Bell invented the telephone. But many people don’t know that he could not have completed the task without the assistance of Lewis Latimer.

Latimer was born in 1848 and raised in Boston, Massachusetts.

His father had been a slave. At the young age of 16, Latimer enlisted in the Navy and served in the Civil War. He became skilled at mechanical drawing and, after the war, gained a position with a company called Crosby and Gould.

Latimer became very skilled and taught himself how to be a draftsman. A draftsman is one who draws or designs plans for machines.

When Latimer submitted his drawings to his supervisor, he earned the position of junior draftsman and not long after, chief draftsman.

In the mid 1870’s, Alexander Graham Bell wanted to apply for a patent. A patent is a permit from the government to make, use, or sell an invention. Bell needed a highly-skilled draftsman to prepare blueprints for his new invention: the telephone. He went to Crosby and Gould.

Crosby and Gould assigned Latimer the task of drawing the plans for Bell’s telephone patent.

In 1879, Latimer left Crosby and Gould to work for the U.S. Electric Lighting Company. Although electricity was not yet being used widely, Latimer knew that it would be the wave of the future. So he began working on ways to improve the carbon filament that is used in the light bulb. He used materials that made the light bulb last longer.

In 1884, he left the Electric Lighting Company to work with the Edison Company. He supervised the installation of Edison’s light systems in New York, Philadelphia, Canada, and London. Additionally, Latimer helped save Edison millions of dollars when he testified in court regarding Edison’s patents.

Lewis Latimer was a man of many talents. Not only was he the master of electrical inventions, but he also published several books of poetry. He also authored the book, Incandescent Electrical Lighting in 1890. He went on to help bring light to office buildings, homes and subway stations. In addition, he taught mechanical drawing and the English language to immigrants in New York City. Latimer gave the world the gift of his knowledge.

Reading Revolution

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Lewis Latimer: a. was born a slave b. was raised in Boston c. served in the Navy d. b and c only 2. A draftsman is: a. one who drafts people into the military b. one who is drafted into the military c. one who draws plans for machines d. none of these 3. Why is a patent important for one who has an invention? a. it gives the inventor thousands of dollars b. it gives the inventor the government’s permission to make, use, or sell the invention c. actually, a patent is not important d. all of these 4. Which came first? a. Latimer worked for the Electrical Lighting Company. b. Latimer enlisted in the Navy during the Civil War. c. Latimer worked for the Edison Company. d. Latimer worked for Crosby and Gould.

5. Why did Alexander Graham Bell need Latimer? a. He didn't need Latimer. b. to prepare the blueprints for his new invention c. to be a servant in his home d. none of these 6. Why did Latimer become interested in working in the electric industry? a. he knew it would be the wave of the future b. he wasn’t interested in the electric industry c. he thought it would improve civil rights d. he wanted to stop using candles 7. How did Latimer assist in the development of light bulbs? a. he was the real inventor, not Edison b. he improved the carbon filament in the bulb c. he taught others how to put the bulb in d. all of these 8. What did Latimer contribute to the Edison Company? a. he managed the money of the company b. he did the advertising for the company c. he supervised installation of lighting systems d. all of these 9. True or False?: Latimer taught English and mechanical drawing to immigrants.

10. True or False?: Latimer was really the one to invent the light bulb.

©2006 Chike Akua & Tavares Stephens

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Sojourner Truth (1797-1883) Isabella Baumfree was one of 13 children born to slave parents.

She was born in 1797 in Ulster County, a Dutch settlement in upstate New York. She spoke only Dutch until she was sold from her family and was around the age of eleven. As a result of the cruel treatment of her slave master, she learned to speak English quickly.

Isabella suffered many hardships under slavery, but her mother had passed on to her a deep Christian faith which carried her through many trials for her entire life. Her third slave master, John Dumont, forced her to marry an older slave named Thomas. Slave owners often made slaves mate so that they could have many children whom the slave master could use to work or sell them. Either way, the slave master made more money by making more slaves. The enslaved Africans had no choice in the matter of who they would marry. Isabella and Thomas had five children together.

A few months before slavery ended in New York, Dumont, Isabella’s master promised to release her. But when he reneged on his promise and did not release her, she ran away with her infant son. She eventually settled in New York City, working as a maid and housekeeper.

In 1843, Isabella had a spiritual awakening that would forever change her life. She said that in this spiritual awakening, she was instructed to travel and preach “God’s truth and plan for salvation.” This she did throughout Long Island and Connecticut. She changed her name to Sojourner, which means “traveler” because that was part of her mission.

She changed her last name to Truth because she was to travel and spread God’s truth.

She ended up in Northampton, Massachusetts and joined a community organization called the Northampton Association for Education and Industry. There she met and worked with other wellknown abolitionists like Frederick Douglass and William Lloyd Garrison.

She added abolition and women’s suffrage to her preaching and teaching.

She felt that God wanted to see an end to slavery and also wanted women to have voting rights. Sojourner Truth’s most famous speech was entitled “Ain’t I A Woman?” which she delivered at a women’s convention in Akron, Ohio.

In 1850, her life’s story was told in her book, The Narrative of Sojourner Truth. Mention the name Isabella Baumfree and most people won’t know who you are talking about. But mention the name of Sojourner Truth and immediately people know that this was a woman of character, courage, and conviction who was a tireless advocate for equal rights.

Reading Revolution

1. Why did Isabella speak Dutch until the age of eleven? a. she liked the Dutch language b. she lived in a Dutch settlement c. she didn’t speak Dutch until the age of eleven d. all of the above 2. Isabella’s mother passed on to her: a. a family home b. lots of money c. deep Christian faith d. a collection of rare books 3. In the second paragraph, the word mate means: a. have sexual relations b. date c. have dinner d. none of these 4. In the third paragraph, the word renege means: a. keeping a promise b. not keeping a promise c. making a promise d. none of these 5. The name Sojourner means: a. traveler b. God’s truth c. salvation d. all of these 6. In 1843, Isabella: a. escaped slavery b. changed her name c. began traveling d. b and c only 7. In Northampton, Sojourner: a. met Frederick Douglass b. met William Lloyd Garrison c. became part of the Northampton Association for Education and Industry d. all of these 8. Sojourner Truth’s most famous speech is: a. I Have A Dream b. The Ballot or the Bullet c. Ain’t I a Woman? d. none of these 9. Sojourner Truth’s autobiography is: a. The Narrative of Sojourner Truth b. The Autobiography of Sojourner Truth c. "Ain’t I a Woman?" d. All of these 10. In the last paragraph, the word advocate means: a. one who refuses to speak b. one who speaks for others c. one who cannot speak d. all of these

©2006 Chike Akua & Tavares Stephens

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Denmark Vesey (1767-1822) Why would a very successful free Black man during the times of slavery commit a “crime” that he knew would lead to the death penalty?

The answer is simple. He knew that if his people were not free, then he wasn’t really free.

Denmark Vesey was born in West Africa. Originally, his name was Telemanque. As a youth, he was captured, sold as a slave, and brought to the islands of the Caribbean and then to America. A slave owner named Captain Vesey, from Charleston, South Carolina, noted that Telemanque had great “alertness and intelligence.” Captain Vesey would later remark that Telemanque was “for 20 years a most faithful slave.”

In 1800, Denmark Vesey won a $1500 lottery prize. With it he purchased his freedom and opened a carpentry shop. Then he began plotting a slave revolt. For 22 years he studied anti-slavery books and began to speak out against the abuse of his people. He became highly skilled as a carpenter and was highly respected among both Blacks and Whites. He acquired property and continued to prosper.

Though Vesey was free, his family was not. He worked diligently to free his children and other members of his family. Some of the slave masters even refused to allow him to purchase the freedom of some of his family members.

Vesey began carefully organizing Blacks in and around Charleston.

His plan was to involve 9,000 enslaved and free Africans. The revolt was scheduled for July 14, 1822. It is very significant that his revolt was going to take place in Charleston. Charleston, South Carolina was a major port and had a major armory filled with weapons. The plan was to raid the armory, get the weapons and distribute them to the enslaved and free Africans. Then, after killing the slave owners, they would lockdown the city and escape by ship if necessary.

The revolt that Vesey was planning was betrayed before it even began. As rumors of the plot spread throughout Charleston, the whole city was thrown into a panic. The leaders of the plot were rounded up.

On June 23, 1822, Vesey was hanged for plotting to overthrow slavery.

Reading Revolution

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Telemanque was: a. Captain Vesey’s real name b. Denmark Vesey’s real name c. Charleston’s real name d. All of these 2. Captain Vesey: a. was Denmark Vesey’s real name b. was a slave owner c. bought Denmark Vesey d. b and c only 3. How did Denmark Vesey’s slave master describe him? a. alert and intelligent b. a faithful slave c. a fool d. a and b only 4. How did Denmark Vesey get his freedom? a. he won the lottery b. he ran away c. he killed his master d. all of these 5. How long did Denmark Vesey plan his revolt? a. over 10 years b. over 15 years c. over 20 years d. over 25 years 6. Denmark Vesey was highly respected because: a. he was a free Black man with land and money b. he spoke against slavery c. he was a skilled carpenter d. all of these 7. Vesey was free: a. and so were members of his family b. but his family was not c. and wasn’t interested in slaves d. and didn’t care about helping other 8. What made Charleston such an important town? a. it was a major port b. it had a major sports team c. it had an armory filled with weapons d. a and c only 9. Vesey planned to: a. raid the armory b. get weapons to the other Africans c. kill white slave owners d. all of these 10. Vesey’s revolt: a. was betrayed before it even began b. was a great success and many slaves were freed c. was the cause of many deaths of slave owners d. none of these 11. Vesey: a. died of natural causes b. was hanged c. died from cancer d. all of these ©2006 Chike Akua & Tavares Stephens

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Ida B. Wells (1862-1931) During the late 1800s, Africans in America were released from physical slavery. However, many Blacks were still the victims of many injustices. One of these injustices was lynching. Lynching is the murder of a person, usually by hanging. It was a common occurrence for Blacks to be lynched at the hands of Whites. But there were many courageous people who stood up to do something about it. One of these courageous voices was Ida B. Wells.

She was born in 1863. At the age of 16, Ida began work as a schoolteacher in Mississippi. She also worked part-time as a reporter for the Negro Press Association. She had always been one to speak the truth about injustices. Once she wrote an article about the poor books, equipment, and school buildings that African American school children were given. After reading the article, the school board fired her.

Ida continued to write and went on to become a newspaper editor and owner of a newspaper called the Free Speech and Headlight in Memphis, Tennessee.

In 1892, three young Black men were lynched in Memphis. Ida wrote a story about it in her newspaper. She actually named the killers in her story, because so often when Blacks were killed, whites received no punishment for the crime. An angry mob of Whites tore up her printing press and newspaper office. But Ida did not let that stop her. She moved to New York City and began writing for the New York Age. She also went to England twice to speak about lynching in America. Then she wrote her first book entitled, Southern Horror: Lynch Law. Ida moved to Chicago in 1895. There she married Ferdinand Barnett, an attorney. In the same year, her second book about lynching, A Red Record, came out. In 1910, she helped organize a group which would later become the National Association for the Advancement of Colored People (NAACP).

Reading Revolution

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In paragraph 1, the word lynch means: a. to murder someone b. death by hanging c. both a and b d. none of these 2. At the time Ida was living, lynching Black people was: a. uncommon b. common c. against the law d. punishable by death 3. At the age of 16, Ida: a. became a teacher b. was a nurse c. was a reporter d. a and c only 4. Ida was fired as a teacher because she: a. wrote articles about poor books, equipment, and schools b. abused children c. was often late to work d. a and b only 5. Ida’s newspaper was called: a. Negro Press Association b. The Red Record c. The Free Speech and Headlight d. New York Age 6. An angry, White mob tore down Ida’s printing press and newspaper office because Ida: a. had stolen it b. didn’t pay her credit card bill c. named the killers in her newspaper d. all of these 7. After leaving Memphis, Ida: a. moved to New York b. worked for the New York Age c. moved to Atlanta d. a and b only 8. Which of the following is not one of Ida’s books: a. The Souls of Black Folk b. The Red Record c. Southern Horror: Lynch Law d. None of these 9. Ida’s husband was a: a. doctor b. lawyer c. teacher d. writer 10. Ida helped organize the: a. NAACP b. Black writers c. Black teachers d. Black attorneys

©2006 Chike Akua & Tavares Stephens

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The Berlin Conference (Part I) Have you ever wondered about the current state of certain parts of Africa? Why is there so much poverty, hunger, disease, war, and bloodshed? When we see the news on TV, read magazines and newspapers, any news about Africa is usually negative. Things didn’t always used to be the way they are now in many parts of Africa. There is an event that took place in the late 1800s that led to Africa’s downfall.

From the 1400s to the 1800s, European countries along with America had set up a lucrative slave trade using Africans as slaves. It made Europeans rich. Countries such as England, France, Germany, Belgium, Italy, Spain, and Portugal had participated in capturing, buying, and selling Africans as slaves. Some African chiefs were even tricked into this process of selling their own people into slavery. But most resisted European violence and terrorism.

By the late 1800s however, most countries had abolished slavery.

But they continued to rape Africa of its natural resources and kept the people of Africa in a situation very similar to slavery.

In October of 1884, Otto von Bismark from Germany, convened a gathering of 14 European nations in Berlin, Germany to decide how they would fully colonize, conquer and take over most of Africa. At that time, approximately 80-90% of Africa was still controlled by African people. Europeans only controlled certain regions on the coast. But things were about to change rapidly. European nations began to scramble to control areas of the interior land, not just the coastal areas near the ocean.

The European countries that had the most influence at the Berlin Conference were France, Germany, England, and Portugal. The area surrounding the Congo River and the Niger River was a popular place for trading posts. Once a trading post was established, it wasn’t long before Europeans gained control.

Reading Revolution

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The writer seems to suggest that news stories about Africa are always: a. good b. great c. negative d. positive 2. In paragraph 2, the word lucrative means: a. worth a lot of money b. worth very little money c. not about money d. not about anything 3. According to the text, some African chiefs: a. sold their own people into slavery b. had traveled to Europe c. had not traveled to Europe d. none of these 4. By the late 1800s: a. slavery had been abolished b. Europeans were taking African resources c. Africa was on the rise d. a and b only 5. The word convene means: a. to sit down b. to call people together for a meeting c. to colonize d. all of these 6. Otto von Bismark: a. was a leader in Germany b. convened the Berlin Conference c. a and b d. none of these 7. The word colonize means: a. to conquer and take over b. to draw up a contract c. to convene d. all of these 8. Another word for rapidly is: a. foolishly b. quickly c. intelligently d. quietly 9. The word influence in the last paragraph: a. power b. weakness c. intelligence d. information 10. True or False?: Europeans established trading posts after they took over the land.

©2006 Chike Akua & Tavares Stephens

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The Berlin Conference (Part II) Africa is rich with many natural resources. Natural resources are precious metals, minerals, and materials found in the earth that can be used for producing things needed for life. These resources are needed

by European countries and America to enjoy a higher standard of living.

Africa is rich in oil. It is rich in petroleum (which is used to make gasoline and many different kinds of plastics). It is rich in gold, silver, and diamonds.

Africa is rich in copper which is used in the electrical wiring in many of our homes and apartments and businesses in America. It is rich in bauxite which is used to make aluminum for cans and containers. It is rich in titanium, which is used for making aircrafts, spacecrafts, and automobiles.

A modern-day African chief once said, “Africa is going nowhere without African Americans and African Americans are going nowhere without Africans.” This is true because Africa is standing on top of the wealth of the world. However, African people are not in control of these resources. Europeans still control the resources.

African Americans are the most educated, most technologicallytrained, and richest Africans on the planet. Africans on the continent and African Americans must unite. This would be beneficial for everyone.

It could help do away with poverty, hunger and war in Africa. It could also lead to increased business opportunities for African Americans.

By the spring of 1885, the 14 nations in attendance at the Berlin Conference had a plan for how they would take over Africa, rape the continent of its natural resources and destroy the people. Not only were the resources taken, but the people were also forced in slave-like conditions to work in the gold mines, the diamond-mines and in other extremely dangerous jobs to get wealth for Europeans.

By 1914, the European powers had successfully conquered most of Africa and divided it up among themselves. Many people wonder how Europeans, who were smaller in number, were able to take over and control Africa. The one thing that the European had that the African did not have was the gun—more specifically, the machine gun. This one weapon made the difference as they killed Africans by the thousands and eventually millions until they surrendered.

Reading Revolution

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Natural resources are: a. found in the earth b. useful for producing things needed for life c. found in Africa in great amounts d. all of these 2. Petroleum is used to make: a. oil b. plastics c. a and b d. none of these 3. Bauxite is used to make: a. aluminum cans b. aircrafts c. electrical wiring d. jewelry 4. Copper is used to make: a. aluminum cans b. aircrafts c. electrical wiring d. jewelry 5. Titanium is used to make: a. aluminum cans b. aircrafts c. electrical wiring d. jewelry 6. The purpose of the Berlin Conference was to come up with a plan to: a. take resources from Africa b. help Africa and its people c. keep Africans in slave-like conditions d. a and c only 7. From the time the Berlin Conference started, it took Europeans approximately__ years to conquer most of Africa. a. 10 b. 30 c. 20 d. 50 8. In paragraph 4, the word beneficial means: a. good b. bad c. terrible d. foolish 9. According to the writer, Africans and African Americans should unite because: a. Africans are standing on the wealth of the world b. African Americans are wealthy, highly trained and educated c. to help Africans end poverty and hunger and help increase African American business d. all of these 10. True or False?: The one weapon that helped Europeans take over Africa was the atomic bomb.

©2006 Chike Akua & Tavares Stephens

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Nelson Mandela (1918-present) (Part I) He is a source of inspiration for billions of people around the world.

He is symbol of freedom and liberation. After 27 years in prison, he went from prisoner to president. To South Africans, he is known as “The Father of the Nation.” Nelson Mandela was born in a village near Umtata in the Transkei region of South Africa on July 18, 1918.

As a youngster, he heard many stories from his elders about how his ancestors fought with courage to resist whites attempting to take over their land. He dreamed of making his own contribution to the freedom struggle of his people.

As a youngster, Mandela trained extensively as a boxer. This training would be very helpful to him later on in life because it helped instill discipline and focus within him. He also learned strategies for how to fight effectively which would help him fight for his people with his mind.

Mandela’s father was a counselor to the chief. After his father died, he was groomed to assume the same position. He was trained to be of assistance to the chief. As he began to sit in on court cases that came before the chief, he decided he wanted to be a lawyer.

While enrolled at the University College of Fort Hare, he was elected to the Student Representatives Council. He was later suspended from college for participating in a boycott. This, however, did not stop him from continuing and completing his education. He completed his degree by correspondence. This means he completed his studies through a distance learning course away from the college campus. He refused to give up on his goal of being an attorney.

Mandela entered politics by joining the African National Congress (ANC) in 1942 while studying in Johannesburg. Through the ANC, he helped to organize millions of South Africans to fight against apartheid, the system of white supremacy and segregation. Through disciplined work and consistent effort, Mandela was elected to head the youth league and eventually became president of the ANC.

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Reading Revolution

Mandela was born in: a. near Soweto b. near Umtata c. near Johannesburg d. near Chicago Nelson dreamed of being a: a. great boxer b. great chief c. great freedom fighter d. an attorney Training as a boxer helped Mandela: a. learn discipline b. learn to focus c. learn strategy d. all of these Instill means: a. to place within b. to place outside c. to take in d. to take out To groom means to: a. play b. prepare c. plow d. none of these Mandela was suspended from college for participating in a: a. boycott b. strike c. wild party d. history class Mandela completed his college degree by correspondence. This means he: a. wrote a letter and received his degree b. participated in distance learning courses c. received an honorary degree d. all of these Apartheid is: a. a neighborhood in Johannesburg b. the village Mandela grew up in c. the system of white supremacy and segregation in South Africa d. a and c only The ANC: a. is the African National Conference b. helped organize South Africans against apartheid c. both a and b d. a and c only Mandela was elected to head the ANC’s youth league and eventually became president because of: a. disciplined work b. consistent effort c. dressing nicely d. a and b only

©2006 Chike Akua & Tavares Stephens

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Nelson Mandela (1918-present)

(Part II)

As the new president of the African National Congress (ANC), Mandela continued to plan mass meetings with hundreds and even thousands of people. He even planned boycotts. Additionally, Mandela had finished law school and passed his exam to practice law.

He and Oliver Tambo were the first Blacks to open a law office in South Africa. When they began to represent Blacks who had been done wrong by the police or the apartheid government, authorities demanded that they move their law office away from Johannesburg.

During the 1950s, Mandela was constantly in trouble with the law because he boldly stood for his people and challenged the government.

He was banned and arrested. He was planning a strike for the Black workers. He wanted Black laborers to refuse to work unless their demands for equal rights were met.

Being banned meant that he was forced to live apart from his family.

The police and the government official stayed hot on his trail. Mandela assumed many disguises to hide. He fled the country and began training an army which he called “Umkhonto we Sizwe,” or “spear of the nation.”

He gathered support from other African Nations.

This army group was part of the ANC. Mandela remained a very peaceful man, committed to nonviolence like Dr. Martin Luther King.

But he formed Umkhonto we Sizwe because “it would be wrong…for African leaders to continue preaching peace and nonviolence at a time when the government met our peaceful demands with force (violence).”

When the apartheid South African government realized what he was doing, he was a marked man and there was a reward for his arrest.

Finally he was caught. Mandela was put on trial for treason. He was accused of betraying the South African government. As an attorney, he made a bold decision and decided to represent himself in court.

He said he was not bound to follow the laws of a white government in which he was not represented. In his final statement to the white judge and the all-white jury, Mandela said, “I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal for which I hope to live for and achieve. But if needs be, it is and ideal for which I am prepared to die.”

In 1961, at the age of 44, Mandela was found guilty and sentenced to five years in prison at first. Then later he was sentenced to life in prison.

Mandela spent 27 years in prison. During this time, he continued his daily training as a boxer, waking at 4:30 every morning and exercising. He encouraged many of the other prisoners through his work and singing. He helped other prisoners by establishing and teaching political education classes.

In 1990, at the age of 72, Mandela was released from prison. And in 1994, during South Africa’s first democratic election in which Blacks could vote, he was elected president of the nation.

To this day, Mandela’s greatest pleasure is watching the sun set while listening to soothing peaceful music, because he was locked up for 27 years during daylight hours and deprived of sunlight and music.

He even still rises at 4:40 a.m. and exercises before putting in a 12 hour workday.

Reading Revolution

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Mandela: a. planned mass meetings for the ANC b. became president of the ANC c. tried to kill whites d. a and b only 2. Oliver Tambo: a. was an attorney and office partner of Mandela’s b. was a foolish man who worked against his people c. was a white South African policeman d. a and c only 3. Umkhonto we Sizwe was: a. an armed group of Blacks who were part of the ANC b. killed whites throughout South Africa c. “the spear of the nation” d. a and c only 4. Mandela was a(n) _____ man. a. impoverished b. peaceful c. pessimistic d. perfect 5. Treason means: a. a frozen treat b. a chocolate bar c. going against your government d. a and b only 6. Mandela: a. wanted a democratic society b. wanted a free society c. wanted people to live together with equal opportunity d. all of these 7. While in prison, Mandela: a. exercised every morning b. taught other prisoners c. a and b only d. none of these 8. 1994 was important because: a. South Africa had its first democratic elections b. Mandela was elected president c. a and b only d. Mandela was released from prison 9. True or False: What Mandela likes most is eating soul food in his favorite restaurant.

10. The word deprived means: a. to keep something from someone b. to punish c. to give something to someone d. to reward

©2006 Chike Akua & Tavares Stephens

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Winnie Mandela (1936-2018) It has been said that “behind every great man, there is a great woman.” We have seen countless examples of the truth of this statement. We cannot think of Malcolm X for very long without thinking about his devoted wife Betty Shabazz. We cannot think of Martin Luther King without considering the critical role that Coretta Scott King played in the Civil Rights Movement. Additionally, we cannot look at the bold leadership of Nelson Mandela without looking at the courageous self-determination of Winnie Mandela.

Winnie Mandela was born into a large South African family in 1936. Both of her parents were, educators, her father being the strict head teacher at her school. She became a medical social worker. After meeting Nelson Mandela, it wasn’t long before they got married. She was 22 years old. Four short years later, Nelson would be sentenced to life in prison and she would be left with their two young daughters to continue the struggle.

Once Nelson was imprisoned, Winnie was constantly under police surveillance. Constantly harassed, she was twice detained and arrested under the Terrorism Act. Interestingly, the apartheid South African government always terrorized Black people. However, when Blacks stood up for their rights, Blacks themselves were said to be terrorists.

Without notice, police were always busting into Winnie’s home, searching her and the entire house. This continued for years. Still, she remained strong, raising her family and continuing the work that Nelson had begun.

When Nelson was released in 1991 after 27 years in prison, and then elected president of South Africa in 1994, Winnie was very active as well. She was elected to the Parliament. The South African Parliament is similar to United States Congress.

If Nelson Mandela is considered the “Father of the Nation,” surely Winnie must be considered the “Mother of the Nation.” Unfortunately, the time apart from each other took its toll on their relationship. The Mandelas divorced in 1996, but their contributions remain united.

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Reading Revolution

“Behind every great man, there is a great woman.”

What does this mean? a. real men don’t need a woman b. the great men of history have always had great women by their side c. real women don’t need a man d. none of these Countless means: a. many b. few c. two d. three Winnie Mandela was ___ years old when Nelson was sentenced to life in prison. a. 18 b. 22 c. 26 d. 30 Surveillance means: a. surviving b. under close watch c. under close wishes d. a and b only Harassed means: a. to bother repeatedly b. to be nice to c. to give a gift d. all of these To detain means: a. to hold in custody b. to release c. to find d. none of these To terrorize means to: a. try to make someone happy b. to try to make someone mad c. to try to make someone extremely fearful d. to try to make someone extremely wealthy True or False: Blacks in South Africa were terrorists.

The South African police constantly: a. burst into Winnie’s home b. searched Winnie c. searched Winnie’s home d. all of these Why do you think the Mandelas’ marriage end in divorce? a. they were apart for so long during Nelson’s imprisonment b. they just didn’t like each other c. the police wouldn’t let them stay married d. all of these

©2006 Chike Akua & Tavares Stephens

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Stephen Biko (1946-1977) One of South Africa’a most famous human right’s activists was a young medical student named Steve Biko. Born in 1946 in King Williamstown, South Africa, Biko grew up as the son of a government clerk. When he entered Lovedale College as a young student, his brother was arrested by police who accused him of being involved in outlawed activities against whites. After being questioned by the police, Stephen was expelled from Lovedale College, even though he was not involved.

Biko later went on to continue his education at Wentworth Medical College, Natal University’s medical school for Blacks. There he was elected to the Student Representatives Council (SRC) and became very outspoken about the way Blacks were treated in the schools and throughout the country. Biko soon began to speak more and more. He became known as the father of the Black Consciousness Movement.

Biko’s Black Consciousness Movement sought to inspire and empower South Africans to understand how their minds had been trained by whites to believe that they [Blacks] were inferior. South African policeman were known to constantly harass Blacks using force and brutality with guns, tear gas, and clubs. With all of these weapons being used to hold Blacks back, Biko said, “The most potent weapon in the hands of the oppressor is the minds of the oppressed.” By this statement, Biko meant that South Africans must free their minds from the false ideas that they had been taught. South Africans must see themselves as beautiful, capable, and powerful.

On June 16, 1976, there was a rebellion in the all-Black township of Soweto. The people wanted to be free. Many Black school children marched and were killed by police. It was Biko’s words and Black Consciousness Movement that had inspired young Black students to demand their rights and resist police brutality. As a result, police arrested him and banned him. Whites saw Biko as a troublemaker. Blacks saw him as a freedom fighter.

While in police custody, Biko was murdered. The police claimed he died of suicide. However, when the doctors performed the autopsy to determine the cause of death, it was noted that he had severe brain damage as a result of blows to the head with a club. One of South Africa’s most eloquent voices of freedom had been silenced at the young age of 30.

News of Biko’s death spread across the world and many people of good will demanded that the South African government change its policies toward Blacks in South Africa. Many African American leaders began to speak out and demand that the U.S. stop investing money in South Africa. Congressman Ronald Dellums from California was one of many who worked tirelessly to help in the cause. Stephen Biko’s writings are contained in his only book entitled, I Write What I Like. In it, he said, “It is better to die for an idea that will live than to live for an idea that soon will die.”

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Expelled means; a. to disappear b. to be forced to leave c. to quit d. none of these Why was Biko expelled from Lovedale College? a. for fighting another student b. for selling drugs on campus c. because his brother was accused of illegal activity d. none of these Wentworth is: a. the school Biko was expelled from b. an all-white college c. a black medical school at Natal University d. all of these At Wentworth: a. Biko was elected to the student council b. studied medicine c. began to speak out more and more d. all of these The Black Consciousness Movement: a. was filled with Blacks who hated Whites b. inspired Blacks to take a stand c. helped Blacks understand how they had been taught to think of themselves as inferior d. b and c only In paragraph 3, another word for potent is: a. powerful b. purposeful c. proposal d. proponent What made Blacks rebel in Soweto? a. the desire to be free b. Biko’s words c. the Black Consciousness Movement d. all of these Biko’s death was said to be caused by: a. murder b. disease c. suicide d. drugs In paragraph 5, the word eloquent means: a. foolishly speaking on things that don’t concern you b. the ability to use words and language effectively c. young and inexperienced d. old and experienced Make an inference. Why do you think Biko titled his book, I Write What I Like? a. because blacks were often not allowed to write about things that were truly important to them b. because no one knew what he liked c. both of these

©2006 Chike Akua & Tavares Stephens

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Ronald Dellums (1935-present) Peace and Justice. These are the two words which characterize and describe the career of Congressman Ronald Dellums. First elected to Congress in 1970, Dellums has always been a voice for human rights.

Born on November 24, 1935, in Oakland, California, Dellums grew up with parents who instilled the importance of education in him. Even though neither of his parents attended college they encouraged young Ronald to always excel academically. Additionally, they taught him to be proud to be African American.

After graduating from high school, Ronald enlisted in the Marine Corps where he served for two years. After attending Oakland City College, San Francisco State College, and the University of California, Dellums served for four years on the Berkley City Council. He began a distinguished career as congressman in 1970.

As a congressman, Dellums quickly became known for his expertise in military and foreign policy. A military expert gives advice on when it is appropriate and inappropriate to use military force against another country. A foreign policy expert gives advice on how to work with rather than against other countries to keep peaceful relations.

Dellums has worked side-by-side with many great leaders in the world including Jesse Jackson, Coretta Scott King, Nelson Mandela and many others.

Congressman Dellums may be known most for his work against the South African system of segregation and discrimination known as apartheid. The system of apartheid led to the murder of Stephen Biko by white South African police and the twenty- seven year prison sentence of Nelson Mandela.

Dellums noted that America was making a great deal of money from investments in South Africa. He, along with many other African American leaders, insisted that American companies divest their money from South Africa since the South African government was treating its people like slaves.

In 1998, Ronald Dellums concluded his career as a congressman.

His work led directly to the release of Nelson Mandela from prison in 1991. His work also led to South Africa’s first democratic elections in which Blacks could vote in 1994. He left behind a legacy of service and excellence that we can all take an example from.

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Another word for characterize in paragraph 1 is: a. decries b. describes c. deceives d. denies 2. Dellums’ parents instilled which of the following in him? a. academic excellence b. cultural pride c. a and b only b. b and c only 3. Another word for enlisted is: a. joined b. jingled c. jammed d. all of these 4. Before becoming a congressman, Dellums: a. was in the Marine Corps b. served on the city council c. attended college d. all of these 5. Another word for expertise is: a. skill b. screen c. scene d. bravery 6. Dellums’ expertise could best be used in which of the following situations: a. if America was at war with another country b. if there was a gas shortage c. if a hurricane hit and caused much damage d. if there was a water shortage 7. The South African system of apartheid: a. led to the murder of Stephen Biko b. is a system of segregation and discrimination c. led to the life sentence of Nelson Mandela d. all of these 8. To divest means: a. to put money into b. to take money out of c. to begin d. a and b only 9. In the last paragraph, another word for concluded is: a. finally b. finished c. fumed d. impart 10. Dellums’ work: a. left a legacy of excellence and service b. led to South Africa’s first democratic elections c. led to the release of Mandela from prison d. all of these

Kweisi Mtime, Nelson Mandella and Ronald Dellums (l-r).

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©2006 Chike Akua & Tavares Stephens

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Vernon Johns (1892-1965) Dr. Vernon Johns was the pastor of Dexter Avenue Baptist Church in Montgomery, Alabama just before Martin Luther King, Jr. Prior to coming to Dexter and even after leaving Dexter, he had a reputation for being a very educated and powerful preacher.

Johns was educated at Virginia Seminary and Oberlin College in Ohio. When he applied to Oberlin College, his application for admission was rejected, but he showed up anyway. The dean told him that he was not admitted to the school because of his performance at Virginia Seminary. Johns replied, “Do you want a student with credits or a student with brains?” The dean offered him a chance to prove his knowledge.

He handed Johns a book of Greek scriptures and ordered him to translate it. Johns translated it on the spot. He was admitted to Oberlin College and went on to graduate as valedictorian of his class. As the top student in his class, he was invited to speak at the graduation.

Dr. Johns later became president of Virginia Seminary. He had gained a reputation for being one of the top preachers in America along with Mordecai Johnson and Howard Thurman. Often he was invited to speak at churches, colleges and universities around the country.

In 1948, after leaving Virginia Seminary, he accepted the invitation to be pastor of Dexter Avenue Baptist Church in Montgomery, Alabama.

As pastor, Dr. Johns encouraged the members of his congregation to build more Black businesses. He was very outspoken about boycotting the buses, but the majority of people were not moved to action.

He also encouraged members to stand up against racism and police brutality. As a result of his fiery preaching, several women came to him after being raped by police officers. They knew that Dr. Johns was one of the few who would have the courage to do anything about it. Dr. Johns went to the police station to press charges, but nothing was accomplished.

It was incidents like these that made him preach even harder against racism. But his church members were still timid in the face of these injustices. It wasn’t long before Johns left. In 1952, he left Alabama and returned to Virginia. Soon after, Martin Luther King, Jr. was installed as the pastor.

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Dr. Johns was pastor of Dexter Avenue Baptist Church before: a. Mordecai Johnson b. Martin Luther King, Jr. c. Howard Thurman d. T.D. Jakes Dr. Johns was a student at: a. Virginia Seminary & Oberlin College b. Hampton & Howard Universities c. Harvard & Yale Universities d. Morehouse & Morris Brown To get into Oberlin College, Johns had to: a. send in an application b. take the SAT c. translate Greek scriptures d. have a 3.0 GPA In paragraph 2, the word valedictorian means: a. the bottom of the class b. the middle of the class c. the top of the class d. all of these Dr. Johns became president of: a. Virginia Seminary b. Virginia State University c. Oberlin College d. all of these Dr. Johns: a. was considered as one of the top preachers in America b. was often invited to speak around the country c. was pastor of Dexter Avenue Baptist Church d. all of these The word outspoken means: a. speaking up without fear b. speaking in a low voice c. speaking in a low tone d. a and c only Dr. Johns encouraged the members of his church to: a. stand up against racism and police brutality b. boycott the buses c. start more Black businesses d. all of these Why did some women at the church tell Dr. Johns they had been raped by police? a. they expected him to do something about it b. they knew he would do something about it c. they wanted justice d. all of these In paragraph 6, the word timid means: a. afraid to speak out b. bold c. silly d. ignorant

©2006 Chike Akua & Tavares Stephens

45 1.

Hosea Williams (1926-2000) Hosea Williams worked very closely with Martin Luther King.

Prior to meeting Dr. King, he had escaped death many times. Growing up in Attapulgus, Georgia, Hosea was 13 when he was nearly lynched (killed) by a white mob after becoming friendly with a local white girl.

He fought in World War II and was the only man to survive a raid on his 13-man platoon in France. While being taken to the hospital, his ambulance was then hit by enemy gunfire. Again, he was the only survivor, but he was permanently disabled as a result of the attack.

After returning to America from the war, Williams was beaten badly by a group of whites after trying to get a drink of water from a “whites only” drinking fountain. They beat him so badly that they thought he was dead. It took 2 months for him to recover from this beating. This experience marked the beginning of his involvement in the Civil Rights Movement.

After working successfully with the Savannah branch of the NAACP, Williams was recruited to work on the staff of Martin Luther King in 1963. He worked closely with King and was even with him on April 4, 1968, the day of King’s assassination.

One day after leaving a meeting in 1971, Williams came across a homeless man begging for money. This man was there every day—day after day. Williams offered to buy him a fish sandwich instead of giving him money. Hosea Feed the Hungry and Homeless was born. As Williams watched the man tear into the sandwich like an animal, his heart began to break for the many people who were in need of food.

Today, with hundreds of volunteers and donations, Hosea Feed the Hungry and Homeless has fed up to 40,000 people in one day. There are four holiday dinner events where people are fed: Thanksgiving, Christmas, MLK Day, and Easter Sunday. Hosea Williams died in 2000, but the spirit of his work continues. His daughter, Elizabeth Williams Omilami is now executive director of Hosea Feed the Hungry and Homeless.

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Why was Williams almost lynched at thirteen? a. he drank out of a “white only” drinking fountain b. he became friendly with a local white girl c. because he fought in the war d. a and b only 2. Which war did Williams fight in? a. World War I b. World War II c. the war in Vietnam d. The Gulf War 3. In what country did Williams fight in the war? a. Germany b. England c. France d. Italy 4. In paragraph 1, the word disabled means: a. thoughtful b. together c. handicapped d. none of these 5. What incident made Williams enter the Civil rights Movement? a. a personal invitation from Dr. King b. fighting in World War II c. a conversation with his wife d. a beating from a mob for drinking water from a “whites only” drinking fountain 6. How was the Hosea Feed the Hungry and Homeless effort started? a. through Dr. King’s church b. through the NAACP c. when Williams fed a hungry man d. all of these 7. Watching the beggar eat food made Williams think of: a. how he grew up without enough food to eat b. the number of people who were struggling and in need of food c. why the man should get a job d. why the man should go on welfare 8. Hosea Feed the Hungry and Homeless: a. has fed up to 40,000 people in one day b. has many volunteers c. is led by Williams’ daughter d. all of these 9. Hosea Feed the Hungery and Homeless does not feed people on: a. Christmas b. Easter c. Labor Day d. Thanksgiving 10. Elizabeth Williams Omilami a. is Hosea Williams’ daughter b. is the executive director of Hosea Williams Feed the Hungry and Homeless c. is not related to Hosea Williams d. a and b only ©2006 Chike Akua & Tavares Stephens

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Claudette Colvin: “Courage Has No Age Limit” On March 2, 1955, a young Black girl boarded a bus in front of Dexter Avenue Baptist Church in Montgomery, Alabama. As the bus filled up, the young lady was told to give up her seat for a White person.

She refused and was arrested. Most people would assume that the young lady described here is Rosa Parks. However, it was not; it was fifteen year old Claudette Colvin—one of the unknown heroes of the Civil Rights Movement.

Claudette Colvin grew up in Montgomery in the midst of segregation. As a child, she always dreamed of becoming a lawyer. “My mother used to say, ‘she can out-talk forty lawyers!’”

Claudette became more and more aware of the racism Blacks faced when a young man (Jeremiah Reeves) from her school (Booker T. Washington High School) was wrongly accused and arrested for raping a White woman. The police kept him in jail until he was over 18; then gave him the electric chair. This incident hurt and angered her deeply, and it caused an awakening within her. She felt that someone had to stand up against racism.

Claudette was deeply influenced by her history and literature teacher. Her history and literature teacher taught her to be proud of herself, to be proud to be African. Her teacher taught the students the Constitution, the Bill of Rights and other important information that let her know what her rights were.

On the day she was arrested, she had no intention of taking a stand.

She was just going home after school. When she got on the bus, there was hardly anyone else on it. As the bus began to fill up and no more seats were left, she and another Black woman were told to give up their seats for a White person. The other Black woman moved; however, Claudette did not.

The bus driver turned red with anger and called the police. “Aren’t you going to get up?” they demanded.

“No!” said Claudette. “I do not have to get up. I paid my fare, so I do not have to get up. It’s my constitutional right to sit here just as much as that lady. It’s my constitutional right!” These words just came to her as a result of the teaching she received in history and literature Back then, “talking back to White folks was worse than stealing,” Claudette recalls.

She would later reflect that, “The police knocked my books down.

One took my left wrist and another officer grabbed the right…I was really struggling. Then they handcuffed me.

It was after being released from jail that her mother let E.D. Nixon and Fred Gray, two local civil rights activists, handle the situation. Fred Gray told Claudette to participate in a youth group that was lead by Rosa Parks. As it turned out, Claudette’s mother and Rosa Parks had grown up as playmates together.

When Claudette returned to school, other students avoided her.

They said, “She’s the girl that was in the bus thing.”

“Sometimes I felt like I did something wrong because I lost a lot of friends. And you know how that is when you’re a teenager,” says Claudette.

Later on that same year, December 1, 1955, Rosa Parks was arrested for the same reason and sparked the Montgomery Bus Boycott. But Claudette is not upset that Rosa Parks got a lot of the credit for energizing the movement in Montgomery. “I didn’t feel bad that all the talk was about Rosa Parks. She was like a family member. It didn’t bother me.”

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As a child, Claudette Colvin wanted to be a(n): a. attorney b. teacher c. doctor d. maid What made Claudette more aware of racism? a. her father was killed by the KKK b. she couldn’t go to White schools c. the arrest and execution of Jeremiah Reeves d. none of these In paragraph 3, the word awakening means: a. a new understanding b. disease c. coward d. all of these Who influenced Claudette to take a stand for what is right? a. her mother b. her father c. her history and literature teacher d. all of these Claudette’s teachers taught the students about: a. the Bill of Rights b. the Constitution c. Dr. Seuss d. a and b only When the bus driver and police told Claudette to give up her seat, her reply was: a. “Okay…quit ‘trippin’!” b. “It is my constitutional right to sit here!” c. “I’m going to call my lawyer.” d. all of these How did Claudette meet Rosa Parks? a. at the Civil Rights Museum b. she didn’t meet Rosa Parks c. she was advised to be in Parks’ youth group d. none of these How did Claudette feel about the fact that Rosa Parks received a lot of attention? a. she felt like Rosa Parks was part of the family b. she does not like Rosa Parks c. it doesn’t bother her d. a and c only True or False?: Fred Gray and E.D. Nixon told Claudette to stay away from Rosa Parks.

©2006 Chike Akua & Tavares Stephens

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Bloody Sunday (1965) What is the price of freedom? What is the cost of liberation? On March 7, 1965, the price was pain. It was pain because hundreds of peaceful demonstrators were brutally beaten by Alabama State Troopers and police as they marched over the Edmund Pettus Bridge. This historic day is now known as “Bloody Sunday.” The demonstrators were attempting to march from Selma, Alabama to Montgomery, the state capital. They were marching for their voting rights.

At that time, Cheyenne Webb and Rachel West were only eight years old, but they understood why they were marching, “If you can’t vote, then, you ain’t free. And if you ain’t free, then you a slave!” said Rachel West.

Rev. C.T. Vivian had been leading a group of people to the county courthouse to try to get registered to vote. He had already been beaten by police for leading a demonstration in front of the courthouse. Even though African Americans had a constitutional right to vote, the police and the workers at the voting registrar’s office would not allow Blacks to vote. Other key leaders in this struggle were John Lewis and James Forman, both with the Student Nonviolent Coordinating Committee (SNCC) and Hosea Williams. Williams and Vivian were with the Southern Christian Leadership Conference (SCLC).

On March 7, 1965, the organizers decided to march to the state capital to protest for their voting rights. In order to get to Montgomery from Selma, they had to cross the Edmund Pettus Bridge. Waiting on the other side of the bridge were hundreds of Selma policemen and Alabama State Troopers with rifles, clubs, and tear gas.

At the front of the line were John Lewis and Hosea Williams. After the marchers crossed over the bridge, the troopers and policemen beat them mercilessly, men, women and children. Hundreds of peaceful demonstrators scattered, running for their lives. Cheyenne Webb, who was 8 years old at the time, remembers as an adult, “Hosea Williams picked me up [to try to carry her to safety] and I told him to put me down; he wasn’t running fast enough. And I ran and I ran and I ran.”

News coverage of the beating on the bridge went all over the country.

Many people of goodwill throughout the country, Black and White, were moved to action.

John Lewis, now a U.S. Congressman from Georgia, sustained so many blows to the head during this and other demonstrations, that he suffered brain damage. He still has a slight speech impediment to this day. Sometimes when he speaks, his words are unclear.

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The main reason the demonstrators were marching across the Edmund Pettus Bridge was: a. to get to the other side b. for their voting rights c. it was a bus boycott d. all of the above 2. Rachel West suggested that if you can’t vote: a. you are like a slave b. you are not free c. you are stupid d. a and b only 3. Which of the following was not a key figure in the beating on the bridge? a. Hosea Williams b. Jesse Jackson c. John Lewis d. James Forman 4. The police and state troopers had: a. tear gas b. clubs c. rifles d. all of these 5. What did Cheyenne Webb tell Hosea Williams when he picked her up? a. “Thank you!” b. “Put me down!” c. “Watch out for the troopers.” d. all of these.

6. Media coverage of the beating on the bridge: a. went out all over the country b. was not done at all c. was only on the local news d. all of these 7. John Lewis is now: a. in jail b. dead c. a U.S. Congressman d. none of these 8. In the last paragraph, what does the word impediment mean? a. speech problems b. outstanding speech c. can’t talk d. none of these 9. Why does John Lewis have a speech impediment? a. he is retarded b. he suffered brain damage c. can’t talk d. b and c only 10. True or False?: The cost of freedom can be painful.

John Lewis and Jim Zwerg after being brutally beaten.

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©2006 Chike Akua & Tavares Stephens

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Fannie Lou Hamer (1917- ) Fannie Lou Hamer was born in Mississippi in 1917. She was born into a family of sharecroppers—a condition not much different than slavery. Life as a sharecropper was difficult. Sharecroppers were allowed to use a parcel of land, equipment, and seeds to plant crops. They were given all of this on credit. The owner of the land would have the sharecroppers working for pennies so that they could never get out of debt. No matter what sharecroppers did, they could never get out of debt and had to keep working for the land owners. While sharecroppers were “free,” it certainly didn’t feel like it.

When members of the Student Nonviolent Coordinating Committee (SNCC) came to town registering Blacks to vote, Hamer was surprised to find out that Blacks actually had a constitutional right to vote. When the members of SNCC asked if she wanted to go to the courthouse to register to vote, she was the first to raise her hand. This was a dangerous decision. About this, she said, “The only thing they could do to me was kill me and it seemed like they’d been trying to do that a little bit at a time ever since I could remember.”

When Hamer and others went to the courthouse to register to vote, they were jailed and beaten by police. After being released, she lost her job and was thrown off the plantation where she was a sharecropper. She also began to receive death threats, and was even shot at. But Hamer remained steadfast. She joined SNCC and began to travel around the country speaking and registering people to vote.

Fannie Lou Hamer co-founded the Mississippi Freedom Democratic Party. At the 1964 Democratic National Convention she spoke and informed millions of television viewers that thousands of Blacks were prevented from voting because of illegal tests, taxes, and intimidation. Her courage made a mark on the movement and showed that everyone must step up and speak up for their rights.

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A sharecropper is a person who: a. farms on someone else’s land b. is not much different than a slave c. was often cheated and disrespected by the land owner d. all of the above 2. In paragraph 1, the word parcel is: a. piece of land b. a package c. a post office d. a tractor 3. No matter what a sharecropper did, he could not get out of: a. the city b. the state c. debt d. the country 4. SNCC is the: a. Congress of Racial Equality b. Student Nonviolence Coordinating Committee c. National Association for the Advancement of Colored People d. Southern Christian Leadership Conference 5. In paragraph 2, the word constitutional means: a. Intelligent b. Courageous c. legal d. none of these 6. What happened when Hamer tried to register to vote? a. she lost her job b. she was attacked and beaten c. she was arrested and put in jail d. all of these 7. The word steadfast means: a. determined b. defeated c. demanded d. demeaned 8. Hamer was co-founder of: a. The Democratic National Convention b. The Democratic Party c. The Mississippi Freedom Democratic d. None of these 9. Many Blacks were kept from voting because of: a. unfair taxes b. illegal tests c. intimidation d. all of these 10. In the last paragraph, the word intimidation means: a. trying to make someone afraid b. trying to make someone brave c. both a and b d. none of these

©2006 Chike Akua & Tavares Stephens

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Ralph Abernathy (1926-1990) Ralph Abernathy is best known as Dr. Martin Luther King, Jr.’s best friend and “right-hand man.” It was after fighting overseas in World War II that Ralph Abernathy saw the devastation and destruction caused by violence. In his autobiographical book And the Walls Came Tumbling Down, Abernathy notes, “I saw Americans who lost arms, legs, eyes, faces—and Germans who were in the same desperate condition.” It was after witnessing the violent tragedy of war that Abernathy said, “I have now concluded that I am committed…to a life of nonviolence.”

Ralph first met Martin in Atlanta during the summer of 1950. He had been invited to Ebenezer Baptist Church in Atlanta to hear Martin preach. Martin was home on vacation from his graduate studies at Crozer Theological Seminary. A seminary is a school where ministers are trained in theology, the study of man’s understanding of God. About his first thoughts of King, Aberanthy said, “I sat there burning with envy at his learning and confidence…Already he was a scholar…Even then, I could tell he was a man with a special gift from God.” After completing his studies at Alabama State University, Abernathy became pastor of First Baptist Church in Mongomery, Alabama. Soon, King replaced the Rev. Dr. Vernon Johns as pastor at Dexter Avenue Baptist Church, also in Montgomery. The two soon hit it off as friends and began working together for the rights of African American people.

During the Civil Rights Movement, Abernathy helped plan and organize many events. While Dr. King was out front, in the limelight as an excellent speaker, it was Abernathy who skillfully planned marches, organized people, and talked over strategies with Dr. King.

Abernathy and King were bonded together not only in friendship, but also in a battle to win all African Americans all the opportunities that had been taken from them. Both men moved their families from Montgomery to Atlanta. King became co-pastor with his father at Ebenezer Baptist Church and Abernathy became pastor of Friendship Baptist Church. A stretch of Interstate 20 and a street in Atlanta honor Rev. Abernathy with his name.

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The word devastation means: a. destruction caused by violence b. prosperity caused by peace c. pity caused by poverty d. none of these 2. Ralph Abernathy is known as Martin Luther King’s: a. pastor b. cousin c. minister d. right-hand man 3. What made Abernathy decide to commit his life to nonviolence? a. he got beat up b. the violence he saw in World War II c. the Civil Rights Movement d. Martin Luther King 4. Ralph and Martin first met in: a. Ebenezer Baptist Church b. Atlanta, Georgia c. Dexter Avenue Baptist Church d. a and b only 5. The word seminary is a: a. school where ministers are trained b. a place where dead people are buried c. a place where people see movies d. all of these 6. Theology is: a. the study of man’s relationship to God b. the study of evil c. the study of leadership d. all of these 7. Dr. King received a great deal of attention from TV and newspaper cameras, while Abernathy: a. was jealous b. was planning marches and other events c. was relaxing d. none of these 8. In Montgomery, Abernathy was pastor at: a. First Baptist Church b. Dexter Avenue Baptist Church c. Ebenezer Baptist Church d. Friendship Baptist Church 9. In Atlanta, Abernathy was pastor at: a. First Baptist Church b. Dexter Avenue Baptist Church c. Ebenezer Baptist Church d. Friendship Baptist Church 10. There is a ______and a ______ named in honor of Abernathy: a. highway and a street b. church and a street c. store and a barbershop

©2006 Chike Akua & Tavares Stephens

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Coretta Scott King Coretta Scott King served as living example of the power, triumph, and achievement of the Civil Rights movement. She was the wife of slain Civil Rights leader Dr. Martin Luther King, Jr. Yet to say that she was the wife of a leader does not fully define her legacy as one committed to ensuring equal rights for all humanity. Before she’d met Dr. King, the vision of equal rights and full human expression had been planted in her.

Her father was a leader among African-Americans in their home of Marion, Alabama. He owned his own land and business. Her entire family worked very hard to maintain the business. Through lessons of perseverance and integrity she gained while working with her father and family, she was prepared to lead in the Civil Rights Movement.

Mrs. King was integral in Dr. King’s adoption of nonviolence as a way of living and means of producing equal rights in America. She often discussed the teachings of Jesus and Gandhi with Dr. King and other leaders and challenged them to let these principles be the law guiding their actions in the Civil Rights Movement. After Dr. King’s death, she was instrumental in the establishment of the Martin Luther King Center for Nonviolent Social Change and she was the driving force behind the formation of the Martin Luther King Day Celebration.

In the 1980’s Mrs. King was outspoken in her opposition of apartheid, the legalized system of racial segregation and social castes that plagued South Africa. She urged the U.S. government to invoke economic and political sanctions which helped cause the apartheid regime of South Africa to crumble and give way to an all-inclusive democracy.

Mrs. King’s desire to see the philosophy of equal human rights as a reality also extended into the literary realm. The Coretta Scott King Book Award was established by the American Library Association and is presented to African American author’s and illustrator’s whose work inspire children to aspire to the higher ideals of humanity.

Coretta Scott King’s legacy of service remains a beacon of light to people worldwide. Her funeral in January of 2006 caused the entire world to pause and honor her contributions to human and civil rights.

Nearly 15, 000 people were in attendance and the crowd consisted of civil and human rights luminaries, four former United States presidents, world leaders, civic and businesses leaders, as well masses of others whose lives were influenced by her vision, strength, and honor.

Coretta, Baby Yolanda and Martin Luther King, Jr.

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What did King’s father do for a living? a. owned a bakery b. ran a business c. owned land d. both b and c 2. Where was King prepared for the Civil Rights Movement? a. in college b. at home c. in a violent march d. at Dr. King’s church 3. In paragraph two, define integral. a. lost portion b. gift giver c. important d. wanderer 4. In paragraph three, define invoke. a. give power b. silence c. declare and cause d. awareness 5. In paragraph four, define legacy. a. what is left behind b. to deliver c. deliberate attempt d. legal matters 6. Why was she an influential figure for Dr. Martin Luther King, Jr.? a. she was his wife b. she shared stories of his father’s history c. she urged helped him adopt nonviolence as as a way of life d. she was a quiet leader 7. How did King help end apartheid in? a. she urged U.S. sanctions against South Africa b. she gave money to rebel fighters c. she wrote books about the issue d. she engaged in a hunger strike 8. Who established the Coretta Scott King Book Award? a. American Book Association b. Society of Media Specialists c. Society of the Literary Specialists d. American Library Association 9. What is the main idea of this passage? a. a woman who established her vision b. how an individual became a world leader c. the path to success d. life after death 10. Coretta Scott King can be described as a. disciplined b. a prophet c. a humanitarian d. a teacher

©2006 Chike Akua & Tavares Stephens

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Fred Shuttlesworth (1922-2011) Martin Luther King once described Fred Shuttlesworth as “the most courageous civil rights fighter in the South.” These words were well deserved and earned on the battlefield of the Movement. Fred Shuttlesworth was one of the founding members of the Southern Christian Leadership Conference (SCLC). Shuttlesworth lived in Birmingham, Alabama.

Birmingham had a reputation for being a violently racist city—so much so, it was nicknamed “Bombing-ham,” because so many homes and churches of Blacks were destroyed by the dynamite of racist terrorists who wanted to scare Black people. The most famous of these attacks was the bombing of 16th Street Baptist Church in which 4 young girls were killed while in Sunday school. The story of this bombing is documented in Spike Lee’s award-winning film Four Little Girls.

As the pastor of Bethel Baptist Church in Birmingham, Fred Shuttlesworth fearlessly led Blacks by organizing, marching, and demonstrating to help Blacks gain equal rights. Because he was such an outspoken leader, he was the target of many vicious attacks. Whites’ attacks against Blacks were for the purpose of trying to make Blacks so fearful that they would stop fighting for their rights. However it didn’t work.

Once, Shuttelsworth was hospitalized when police turned a highpowered fire hose on him. The force of the water slammed him into a building. On Christmas day, 1956, Shuttlesworth’s house was bombed, but he survived. During an attempt to integrate an all-white public school, Shuttlesworth was beaten with whips and chains by an angry mob.

Shuttlesworth survived many other attacks to continue to fight for freedom. He currently resides in Cincinnati, Ohio where he still preaches and lectures about the Civil Rights Movement.

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Ralph Abernathy, Martin Luther King, Jr. and Fred Shuttlesworth.

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In paragraph 1 the word courageous means: a. foolish b. intelligent c. kind d. brave Shuttlesworth was one of the founding members of the: a. SCLC b. NAACP c. CORE d. SNCC Why was Birmingham called “Bombing-ham?” a. it was a safe city for all people b. it was a dangerous city for Blacks c. Black churches and homes were often bombed d. Both b and c 16th Street Baptist Church: a. was pastured by Reverend Shuttlesworth b. was Dr. King’s headquarters c. was bombed and 4 girls were killed d. all of these “Four Little Girls” is a movie by: a. John Singleton b. Spike Lee c. Bill Duke d. Denzel Washington In paragraph 3, the word outspoken means: a. one who speaks out boldly b. one who is quiet c. one who is afraid to speak out d. all of these Why did some Whites violently attack Blacks? a. it instilled fear in Blacks b. to try to keep Blacks from fighting for their rights c. because they were racists d. all of the above Why did Dr. King refer to Shuttlesworth as “the most courageous civil rights fighter in the South?” a. because he stood up to so many violent attacks b. because he never gave up when attacked c. because he beat up Whites who attacked Blacks d. a and b only In paragraph 4, another word for resides is: a. dies b. moves c. lives d. marches Reverend Shuttlesworth currently lives in: a. Birmingham b. Atlanta c. Cincinnati d. Alabama

©2006 Chike Akua & Tavares Stephens

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Marian Wright Edelman (1939-

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For over 40 years, Marian Wright Edelman has been working to secure the rights of African Americans and children. She was born and grew up in South Carolina. Marian’s father was a minister who often taught that life is about serving and helping others. When she was 14, her father died. His last words to her were, “Don’t let anything get in the way of your education.”

After graduating from Spelman College in 1959, she became active in the Civil Rights Movement. Being involved in the movement inspired her to become an attorney because she saw so many of her people being mistreated by the police and in the courtrooms. She studied law at Yale University and worked tirelessly to help register Black people to vote and gain all the rights of their citizenship.

In Mississippi, she became the first African American woman to practice law. It was Marian who gave Martin Luther King the idea for the Poor People’s Campaign. She believed that Blacks and others should March on Washington again, as they had in 1963. But this time, instead of a one-day demonstration, they should stay until their demands were met by the government.

In 1973, Marian established the Children’s Defense Fund (CDF).

The CDF is a voice for poor and handicapped children. The organization that Edelman founded has educational programs, camps, and services for young people who need extra support due to lack of money or lack of parental assistance.

Edelman has been speaking on behalf of the nation’s poor and demanding that they receive the training and services that benefit them.

She is known for the wisdom she shares in her book entitled, The Measure of Our Success. About her life’s work, Edelman says, “The legacy I want to leave is a child-care system that says that no kid is going to be left alone or left unsafe.”

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Marian Wright Edelman grew up in: a. Mississippi b. Georgia c. North Carolina d. South Carolina Marian’s father was a: a. lawyer b. teacher c. minister d. businessman Marian’s father believed life was about: a. serving others b. being successful c. making money d. fighting racism Her father’s last advice to her was: a. Don’t let anything get in the way of your education b. Don’t worry about education, just get married c. Fight for civil rights d. Fight for the rights of children In paragraph 2,the word tirelessly means, a. long hours b. she got tired c. a flat tire d. without tires on her car What inspired Marian to become an attorney? a. her father b. her husband c. Civil Rights Movement d. Spelman College Marian earned her law degree at: a. Spelman College b. Yale University c. South Carolina State d. University of South Carolina Marian became the first woman to practice law in the state of: a. South Carolina b. Mississippi c. Atlanta d. Georgia How did Marian believe the Poor People’s Campaign should be different than the 1963 March on Washington? a. it should be a two-day event b. the marchers should not leave Washington until their demands are met c. the March should only be for Black People d. all of these The Children’s Defense Fund: a. was founded by Marian Wright Edelman b. was established in 1973

©2006 Chike Akua & Tavares Stephens

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The Black Panther Party for Self-Defense (Part I) In 1966, two men in Oakland, California took matters into their own hands when they grew tired of seeing Blacks beaten, killed and continually mistreated by the police. Huey Newton and Bobby Seale found The Black Panther Party for Self-Defense (BPPSD). They were very clear about their mission: to put an end to police brutality. In order to do that, they decided to “police the police.” This means they would watch the police carefully to make sure they were actually doing their duty and not violating the rights of Black people.

Newton was a law student and studied the law intensely. Anyone who joined the Black Panthers had to read The Autobiography of Malcolm X and know the law thoroughly. Once this was accomplished, a new Panther would be given a duty. The Black Panthers were easy to spot.

They could be seen around town wearing a Black leather jacket, a black beret (hat), and carrying guns and rifles. They soon started chapters in many other cities.

During the Civil Rights Movement, Martin Luther King had encouraged people to use the strategy of nonviolence. The Black Panthers, however, did not believe in letting Whites attack them without defending themselves. They were often accused of being violent, but they only believed in self-defense. As a matter of fact, they chose the symbol of the panther because, in the animal kingdom, a panther does not strike unless provoked. So the Black Panthers believed as Malcolm X has taught: “We are nonviolent with people who are nonviolent with us; but we are not nonviolent with people who are violent with us.” So the Panthers set out to defend the Black community.

They were constantly harassed by police and in trouble with the law. Huey Newton was jailed for allegedly shooting a police officer.

But there was no proof. This actually helped the Panthers gain support as more and more Black teens and young adults began to join. The Panthers were stunned, however, when Bobby Hutton was gunned down by the police. He was the first person to join the Panthers and the first to die. He was only 17 years old.

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What made Huey Newton and Bobby Seale start the Black Panther Party for Self-Defense? a. they wanted to carry guns, wear Black jackets and hats and look cool b. they wanted to put an end to police brutality against Black people c. they hated White people d. all of the above 2. What does it mean to “police the police?” a. become a marshal b. to become a policeman c. watch the police d. none of these 3. The founders of the Black Panther Party were: a. Huey Newton & Bobby Seale b. Huey Newton & Bobby Hutton c. Bobby Seale & Bobby Hutton d. Martin Luther King & Malcolm X 4. To be a Black Panther, one had to: a. read The Autobiography of Malcolm X b. thoroughly study the law c. perform their assigned duties d. all of the above 5. The Black Panthers were: a. violent b. about protecting the Black Community c. attacked by police d. b and c only 6. In the animal kingdom, a panther: a. only strikes when another animal tries to harm it first b. violently attacks other animals without thought c. is harmless d. none of these 7. In the last paragraph, the word allegedly means: a. without proof b. foolishly c. wisely d. carelessly 8. How did jailing Huey Newton actually help the Black Panthers as one point? a. it helped the Panthers gain support b. they didn‘t really want him as the leader c. it made the police stop attacking them d. all of these 9. True or False? Bobby Hutton was the first to become a Panther and the first to die.

10. True or False? Bobby Hutton shot at police; that’s why they killed him.

Bobby Seale (l) and Huey Newton.

Reading Revolution

©2006 Chike Akua & Tavares Stephens

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The Black Panther Party for Self-Defense (Part II) Word of Huey Newton being in jail and Bobby Hutton being killed spread around the country quickly and many young people joined the Black Panthers. The Black Panthers had created a newspaper to keep the community informed and a free health clinic for those who needed medical treatment. They had created a breakfast program for school children. They also provided legal services to Blacks who need legal counsel.

Newspaper reporters and TV newsman, however, often did negative stories on the Black Panthers. The articles in the newspapers, and the stories on the evening news about the Black Panthers, were always negative. They were always portrayed as a violent hate group. But they were not. They were often accused of hating White people. But they did not.

About the rumors that the Black Panthers were violent and racist, co-founder Bobby Seale said, “We don’t hate nobody because of their color! We hate oppression! We hate Black people getting killed by the police and Black men being taken off to fight in the Vietnam War!” One of the most powerful young leaders in the Black Panthers was 21 year old Fred Hampton. Hampton used to be a youth worker with the NAACP. Not long after he joined the Panthers, he became Chairman of the Chicago chapter of the Black Panthers. Hampton had the unique ability to capture people’s attention with his fiery speeches. It was not long before the Chicago Police, along with the FBI, took notice of the effect Fred Hampton was having on the Black youth of Chicago.

The police worked with the FBI first to try to find out some negative information about Hampton. They hired a spy to watch him closely; they wanted to see if he was involved in criminal activities, or if he had been stealing money from the Panthers, or if he was abusive to women.

But they could find no scandals in his life. He was clean and committed to helping his people. When they couldn’t find any dirt on him, they decided to assassinate Fred Hampton along with Mark Clark, another Panther member.

At 4:00 a.m., the morning of December 4, 1969, the police raided Hampton’s apartment. He and Mark Clark were awakened by a flurry of gunshots. Clark was shot in the chest and killed almost instantly.

Hampton hardly had a chance to even awaken because they shot him in his bed.

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In addition to defending the Black community against police brutality, The Black Panthers created a: a. breakfast program for children b. health clinic c. legal clinic d. all of these 2. Television and newspapers portrayed The Black Panthers as: a. a violent hate group b. a good group c. a and b d. none of these 3. In paragraph 3, the word oppression means: a. negative b. suffering c. culture d. none of these 4. What made Fred Hampton such a powerful leader? a. he was a former NFL player b. his speaking ability captured people’s attention c. he was also an entertainer d. all of these 5. At first the FBI and police spied on Hampton to see if he was: a. abusive towards women b. stealing money c. a criminal d. all of these 6. In paragraph 5, the word abusive means: a. record b. now c. causing physical injury to another d. none of these 7. In paragraph 5, the word scandal means: a. illegal activity b. legal activity c. comical activity d. all of these 8. Which happened first? a. Bobby Hutton is killed b. The police and FBI spy on Fred Hampton c. Huey Newton dies d. Fred Hampton is killed 9. True or False? Fred Hampton and Mark Clark attempted to kill the police—that’s why the police killed them.

10. True or False? Fred Hampton was a powerful young leader who was gaining more and more attention in the Black community.

©2006 Chike Akua & Tavares Stephens

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Carol Moseley Braun A servant leader realizes that they have been given the reins of leadership for the sole purpose of serving the people who have deemed them capable of leading and leading those people towards the best interests of the community. Carol Moseley Braun exemplifies the term servant leader.

Senator Braun was first elected to office in 1978 as a member of the Illinois House of Representatives. She earned this position after being recognized for a successful career as a prosecutor. Upon her entrance into statewide politics, she became known as a woman of high character and uncompromising values intent on bringing together diverse races and groups who would work to build a stronger Illinois. Through intense coalition building, she was able to help parents work together with schools and she helped pass legislation granting raises to teachers and professors in the Illinois School System.

By the early 1990s, Senator Braun had earned a reputation as model servant leader. She was given the Best Legislator Award for the state of Illinois. This success and desire to expand her service eventually led Braun to seek the United States Senate seat from Illinois. In 1993, she became only the second African-American since Reconstruction (the late 1800s) to be elected to U.S. Senate.

As a Senator, Braun again sounded the trumpet for coalition building and effective education initiatives. She was a member of the Banking, Housing and Urban Affairs Committee and the Small Business Committee. She also authored an education bill that streamlined funds for communities that most needed additional money to improve their educational system. In the Senate, Braun earned a reputation of tirelessly working to ensure that needs of the people she represented were met.

Many saw her as a visionary who always placed people before politics.

In 2004, Braun ran for the Democratic nomination for President of the United States. Although this bid failed, Braun’s emphasis on improving education, valuing people over politics, and building strong coalitions between people of diverse backgrounds and viewpoints cemented her position in the American consciousness as a servant leader who will always be dedicated to doing what is best for those she is called to serve.

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Moseley Braun can be described as a person: a. who leads silently b. who bows to pressure c. who is inept d. leads with dignity and honor Mosley Braun began serving first in the: a. Congress b. House of Representatives c. Illinois House of Representatives d. Senate Majority The statement concerning Moseley Braun and coalition building best indicates: a. a desire to lead b. belief in teamwork c. divisiveness d. trustworthiness In paragraph two, define uncompromising. a. double crossing b. bogus c. two faced d. unyielding In paragraph four, define streamlined. a. will b. expectations c. desires d. directed the flow Moseley Braun’s work within the Senate illustrates a. a desire to please special interest groups b. a dependency on social connections c. a desire to help students and schools d. a lack of concern for urban areas Winning the Best Legislator Award exemplified: a. disdain for Moseley Braun’s work b. belief in her ideals c. respect for her work d. both b and c Moseley Braun is a servant leader because: a. she never spoke her mind b. she did not challenge authority c. she ran as an independent d. her focus was meeting citizen’s needs Moseley Braun’s career began as a: a. saleswoman b. prosecutor c. model d. surgeon Moseley Brauns’ legacy is that of: a. defiance b. contempt c. service d. waywardness

©2006 Chike Akua & Tavares Stephens

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Johnnie Cochran (1937-2005) “If the glove don’t fit, you must acquit.” These are the famous words of Johnnie L. Cochran, Jr., defense attorney for O.J. Simpson during the highly publicized trial that divided much of America. Cochran was trying to show that the gloves that were used in the murder of Simpson’s ex-wife did not fit Simpson’s hand. As a result, Cochran told the jury that Simpson must be found “not guilty” of the murder.

But Johnnie Cochran had been practicing law and establishing a standard of excellence in the field for many years before the infamous Simpson trial. Cochran’s life as a lawyer was driven by the immortal words of Dr. Martin Luther King, Jr.: “Injustice anywhere is a threat to justice everywhere.” While the O.J. Simpson case received a great deal of media attention, Cochran also defended what he called the “No-Jays.”

These are the people whose names are not famous or well-known. These are the people who were not millionaires, but he chose to represent them because he wanted them to receive justice.

Some of the well-known people Cochran represented were Aretha Franklin, Rosa Parks, Michael Jackson, Sean “P. Diddy” Combs, and many others. A famous case in the 1970s that Cochran took on was a trial in which he defended Elmer “Geronimo” Pratt. Pratt was a Black Panther who had been accused of murder. At that time, many Black Panthers were being persecuted by the police and criminal justice system.

Cochran’s defense of Pratt failed. Pratt was sentenced to life in prison; however, Cochran was unrelenting. He never gave up. Pratt spent 25 years in prison for a crime he didn’t commit.

Cochran brought the case back to trial through an appeal and helped gain Pratt’s freedom. Johnnie L. Cochran, Jr. was born in Shreveport, Louisiana on October 2, 1937. He was the great-grandson of an enslaved African. He grew up in a prosperous family. He attended the University of California at Los Angeles (UCLA) and supported himself by selling insurance policies for his father’s company. He graduated in 1959 and went on to earn his law degree from Loyola Marymount University in 1963.

Cochran had quite a distinguished law career. He was massively successful and earned millions of dollars. He showed that a person can prosper greatly by serving others and helping one’s own people.

Cochran’s memoirs are recorded in his autobiography, A Lawyer’s Life.

Reading Revolution

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To acquit means: a. to give up b. to find ‘not guilty’ c. to stop d. none of these 2. “Injustice anywhere is a threat to justice everywhere.” This quote means: a. we should fight for justice wherever we see an injustice b. if we don’t continue the fight for justice, injustice will continue c. even if an injustice occurs far from you, you should be concerned d. all of these 3. Who said, “Injustice anywhere is a threat to justice everywhere?” a. Rosa Parks b. Malcolm X c. Martin Luther King, Jr. d. O.J. Simpson 4. Who are the “No-Jays?”: a. a singing group b. a rap group c. people not as well known as O.J. Simpson d. none of these 5. Which of the following was not a client of Cochran’s? a. Aretha Franklin b. Malcolm X c. Michael Jackson d. Rosa Parks 6. What was the result when Cochran defended Geronimo Pratt the first time? a. he was sentenced to life in prison b. he was given parole c. he was acquitted d. none of these 7. What happened the second time Cochran defended Pratt? a. he was sentenced to life in prison b. he was given parole c. he was acquitted d. none of these 8. The first college that Cochran attended was: a. UCLA b. USC c. Loyola Marymount d. all of these 9. Cochran attended law school at: a. UCLA b. USC c. Loyola Marymount University d. all of these 10. Johnnie Cochran was ____ years old when he passed away on March 29, 2005. a. 68 b. 58 c. 57 d. 67 ©2006 Chike Akua & Tavares Stephens

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John Henrik Clarke (Part I) (1915-1998) John Henrik Clarke was born in Alabama, however, he grew up in a poor but close-knit family of sharecroppers in south Georgia. As a young boy, he was greatly influenced by his grandmother’s stories of how she grew up during the times of slavery. His grandmother told him that she never accepted life as a slave; she was so mean and ornery that her master sold her to someone else.

As a boy, Clarke was also greatly influenced by his fifth grade teacher, Mrs. Taylor. “She was a bug on penmanship and spelling,” he recalled. One day when he was acting up in class, she walked up to him, put her hands around his face, and looked him closely in his eyes. “I will not let you be less than you are capable of being,” she told him. Somehow, this had a transformative effect on him and deeply affected him for the rest of his life.

In his family, being involved in church was not only expected, but required. He noticed that while many stories in the Bible unfolded in Africa [as the setting], “I saw no African people in the printed and illustrated Sunday school lessons. I began to suspect at this early age that someone had distorted the image of my people. My long search for true history began.”

After serving time in the army during World War II, Clarke made his way to Harlem, New York. New York would be his home for the rest of his life. He arrived during the time of the Harlem Renaissance, a period in which many Black writers and artists worked together to support the production of art and literature. It was in Harlem that Clarke met a man named Arthur Schomburg. Schomberg was a Puerto Rican African who introduced Clarke to the wonders of history. Schomberg taught Clarke that African history is just the missing pages of world history.

Schomberg had an impressive collection of rare books and magazines. His collection was so respected that it was later housed by the public library system of New York City. Schomburg’s collection can now be found at the Schomburg Research Library in Harlem. It is one of the most comprehensive collections of African and African American culture, life, and history. Today, Dr. Clarke’s lesson plans from decades of teaching, which were filled with research references, are housed at the Schomberg Library.

Reading Revolution

Dr. Clarke grew up in : a. Alabama b. Georgia c. North Carolina d. South Carolina 2. His family: a. worked on railroads b. were in the medical profession c. worked as sharecroppers d. all of the above 3. Clarke’s grandmother told him stories of: a. growing up in slavery b. ghosts and goblins c. hidden treasures d. all of the above 4. The word ornery, in paragraph 1 means: a. mean and stubborn b. nice and polite c. sad and depressed d. all of the above 5. Why did Mrs. Taylor have such an impact on Clarke’s life? a. she didn’t give any homework b. she gave him candy c. she let him cheat d. she would not let him work below his capability 6. What prompted Clarke to want to study about African history? a. he heard Africa was a jungle b. he felt someone had distorted the images of African people c. he thought African people were like animals and wanted to prove it d. none of the above 7. Many Black writers and artists worked together during the: a. Civil War b. Depression c. Harlem Renaissance d. None of the above 8. Though he was raised in the south, Clarke a. lived in NY after WWII b. hated it c. was a slave d. a and b only 9. Arthur Schomburg: a. was a Puerto Rican African b. had a rare collection of books c. taught Clarke a great deal about history d. all of the above 10. The Schomburg Library: a. is one of the largest collections of information on African American culture b. is located in New York c. Contains many of Clarke’s lesson plans and Schomberg’s rare books d. all of the above ©2006 Chike Akua & Tavares Stephens

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John Henrik Clarke (Part II) (1915-1998) It was Arthur Schomberg who encouraged John Henrik Clarke to study history carefully. Clarke went on to teach Negro History classes at the historic Harlem YMCA. Clarke would later become one of the few people in America or the world to become a college professor without first having earned a college degree.

His research and writing was so thorough and so impressive that Clarke became a well-known professor in the community. He had traveled around the world to see how African people lived. He compared how African people lived on the continent, in the Caribbean, in America, and other places. Clarke helped develop the Black Studies Program at Hunter College in New York. He was also a professor at Cornell University. He was known to consult with great leaders such as W.E.B. DuBois and Malcolm X. Among Clarke’s well-known works are Negro Short Stories, Christopher Columbus and the African Holocaust, and Malcolm X: The Man and His Times. In 1995, Dr. Clarke’s short story The Boy Who Painted Christ Black was made into a short motion picture by HBO. The film starred Wesley Snipes and Jasmine Guy. In 1985, the year of his retirement, Cornell University dedicated a brand new library. It was called The John Henrik Clarke Africana Library.

Additionally, Clark-Atlanta University houses the collection of Dr. Clarke’s books from his own personal library.

One of Dr. Clarke’s last books before his departure from this life in 1998 was entitled Africans at the Crossroads: Notes for an African World Revolution. In this exhaustive 700-page book, Dr. Clarke speaks as a father to his children in the struggle, like a tribal elder to his people with a message of wisdom, intelligence, self-determination, insight, encouragement, and empowerment. A statement that speaks to Dr. Clarke’s penetrating wisdom is: “The powerful will never educate the powerless to take power from them.” This is Dr. Clarke’s way of letting people know that Africans need a knowledge base and worldview which speaks to the needs and interests of African people.

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John Henrik Clarke: a. was a professor at Hunter College b. was a professor at Cornell University c. did not have a college degree d. all of the above 2. John Henrik Clarke: a. moved back down south b. developed Black Studies programs c. knew Frederick Douglass d. all of the above 3. Dr. Clarke wrote: a. a book about Christopher Columbus b. a book of short stories c. a book about Malcolm X d. all of the above 4. Dr. Clarke’s last book was: a. a book about Christopher Columbus b. a book of short stories c. Africans at the Crossroads d. a book about Malcolm X 5. The word exhaustive in paragraph 4 means: a. long and complete b. tired c. short and incomplete d. none of the above True or False?

6. The Library at Cornell University was named after John Henrik Clarke.

7. Dr. Clarke retired in 1995.

8. Dr. Clarke knew Malcom X. 9. Dr. Clarke did not travel outside of the U.S. 10. Dr. Clarke departed in 1998 leaving a legacy of research, lesson plans, books, and commitment to the liberation of African people.

©2006 Chike Akua & Tavares Stephens

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Hannibal (247 B.C-183 B.C) The Carthaginian general Hannibal is considered to be one of the greatest generals in history. Son of Hamiclar Barca, Hannibal began to understand the art of battle at an early age. While only nine, he accompanied his father on a successful military conquest in the region that is modern Spain. From that time on, Hannibal watched as his father attempted to restore Carthage to its glory as a city of military, political, and economic power. Prior to Hamiclar’s campaign in Spain, Carthage (which is the capital of what is now Tunisia in North Africa) had lost three of its major provinces (Sicily, Sardinia, and Corsica) and with those provinces, much wealth to Rome.

At the age of eighteen, Hannibal’s father died and Hannibal’s brother in-law, Hasdrubal, became commander of the Carthaginians.

Eight years later, upon the death of Hasdrubal, Hannibal then became the commanding general of the Carthaginian army. Hannibal’s stint as commander would last two decades. During this time, Hannibal would face his father’s and Carthage’s nemesis, Rome, several times in battle.

His first personal encounter with Rome, while serving as head of the Carthaginian command took place in 218 B.C. in Italy. In an event that holds an epic place in history, Hannibal, twenty six thousand soldiers and knights, and nearly forty elephants crossed the snow capped Pyrenees mountains and landed in the town of Turin, Italy. Once there, they helped the Gauls overthrow the Romans who ruled in this area.

Two years later, Hannibal would have to face the Romans once more. In 216 B.C., after several other minor skirmishes with Hannibal and the Gauls, Rome raised an army of 80,000 men intent on defeating Hannibal and the allies he’d formed while in Italy. Among this group were twenty-six thousand Carthaginians, twelve thousand Gauls, and seven thousand Italians. Even though greatly outnumbered, Hannibal and his allies used cunning strategy to outmaneuver and defeat the Roman legions.

Unfortunately, this battle in the year 216, would be Hannibal’s last moment of glory versus Rome. Over the next fourteen years, Hannibal’s forces and Roman forces would engage in wars where Rome gained the better of Hannibal and his troops. Finally, in 202 B.C. after Carthage’s former allies once again became Roman allies and Rome was ready to besiege Carthage itself, Hannibal and his troops returned to Carthage to defend it and ultimately surrender by signing a treaty of peace with the Romans.

Hannibal spent the remainder of his years still as a public servant in Carthage. Upon retiring from his duties as commander, Hannibal became a politician. Until the time of his death, Hannibal helped promote democracy, fortify stronger revenues, and ignite agricultural growth, and trade in Carthage. Thus Hannibal was able to lead the Carthaginians as both a military serviceman and a political statesman. When soldiers study military science, even today in America, they study the strategies and wisdom of Hannibal.

Reading Revolution

1. Why should it not be surprising that Hannibal became a successful military commander? a. his country was at war b. he wanted to serve his country as a soldier c. he came from a family of commanders d. his only line of work was as a soldier 2. Hannibal first witnessed battle at what age? a. seventeen b. twelve c. nine d. ten 3. What country was Carthage’s chief rival? a. Italy b. Spain c. Russia d. Rome 4. In paragraph two, the word nemesis means a. companion b. commander c. leader d. enemy 5. In the third paragraph, the word stint means a. the way one leads b. length of time c. finding a solution d. the keys to victory 6. When did Hannibal and the Gauls defeat Rome? a. 678 B.C. b. 216 A.D. c. 216 B.C. d. 218 B.C. 7. In what country is Carthage now located? a. Namibia b. Tunisia c. Ethiopia d. South Africa 8. What is the main idea of this passage? a. Hannibal’s life as a general and politician b. How Hannibal lead his troops to defeat c. The ways wars are fought and won d. The secrets to military victory 9. Hannibal could be best described as: a. disrespectful b. a trouble make c. someone trying to find his purpose in life d. a leader 10. What is the meaning of treaty (paragraph 5)? a. an agreement that war should begin b. a law declaring war illegal c. a leader’s final decision d. an agreement to end battle

©2006 Chike Akua & Tavares Stephens

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King Shaka Zulu (1785-1828) King Shaka Zulu, leader of the old Zulu kingdom of present day South Africa, may be one of the most misunderstood and yet to be truly defined leaders in history. Great controversy surrounds King Shaka because there are those who claim that the first published histories written about King Shaka were written by unscrupulous European explorers (and African story tellers) who purposely attempted to portray Shaka Zulu as a restless tyrant who ruled his people with no compassion and hunted his enemies down with destructive force. Yet, others have defined King Shaka as a hero who has nearly become a myth – a hero who united his people with such strength and cunning that he was able to lead the Zulu against foreign forces up until his untimely death in 1828.

Although historical research has yet to define which stories of King Shaka are the most truthful and reliable, history does prove that Shaka Zulu was capable of unifying and leading the Zulu people. In the early nineteenth century, Shaka became a Zulu warrior loyal to the Mthetwa chief Dingiswayo kaJobe. The Zulu had come under the rule of the Mthetwa during a time great political change in South Africa. During this time, the Mthetwa and Ndwande were the strongest of several tribes warring over territory. Portugeese and British traders were taking over lands establishing enclaves at Delgoa Bay and the cape respectively, and the country was overcoming the effects of drought famine that plagued the land at the close of the eighteenth century. It is during these times that King Shaka came to prominence.

He began his military career as a volunteer serviceman. He quickly moved up the military ranks and eventually became a military leader known for excellent leadership and brilliant strategy. Eventually Dingiswayo, leader of the Mthetwa, crowned Shaka as leader of the Zulus.

During a time of uncertainty, when the Mthewa were attacked by the Ndwande, Shaka was able to hold the Zulu’s together while the Mthetwa began to fall. Shaka then pulled together the remaining Mthetwa and waged battle against the Nwande. Over a period of two to three years, the forces lead by Shaka were finally able to defeat the Nwande. In an unforeseen chain of events, Shaka had suddenly ascended from being chief of the Zulus to being king of a kingdom that now included Zulu, Mthewa, and Ndwande territories.

By 1827, Shaka controlled central Zululand – from the Black Mfolozi River (in the north) to Thukela (in the south). Yet, in an unfortunate turn of events, King Shaka was assassinated by his own brothers in 1828. They did so in order to gain control of the throne and thus ended the reign of king who helped the Zulus gain dominance of South Africa during the first half of the nineteenth century.

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Reading Revolution

In what modern country was the ancient Zulu kingdom located? a. Ghana b. Mali c. Zambia d. South Africa Why does controversy surround King Shaka’s legacy? a. because he was a fearless leader b. there are conflicting reports about his life c. no one really knew him as a person d. it’s difficult to find information about him What does tyrant mean in the first paragraph? a. capable ruler b. powerful leader c. ruthless leader d. incapable ruler In paragraph two, what does enclaves mean? a. farmland b. place of worship c. area of trade d. city, fort, etc.

In paragraph 3, what does ascended mean? a. holding position b. losing power c. rising in rank d. proven leadership Why was Shaka’s rise to power amazing? a. his people had been conquered b. South Africa was undergoing great change c. he was initially unworthy d. he came from a non-military family What is the main idea of this passage? a. how a people chose their destiny b. the evolution of a leader c. why the British could not control Africa d. how a hero became a villain What role did the climate play in the passage? a. monsoons destroyed crops b. hurricanes destroyed the coasts c. earthquakes destroyed cities d. drought destroyed crops What group controlled the Zulus before King Shaka? a. Portuguese b. Dutch c. Ndwande d. Mthetwa How did King Shaka die? a. from wounds in battle b. by natural causes c. assassination d. poison

©2006 Chike Akua & Tavares Stephens

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James Forten (1766-1842) James Forten was a man who embodied principals of hard work, patriotism, and justice in such a way that he became a leader among American citizens in a time when it was nearly impossible for AfricanAmericans to simply assert their rights as citizens. Forten was born in 1766 during the height of the American slave trade. When Forten was born, it would still be ninety nine years before African-American could claim their status as free people in America. Yet Forten was born as a free man in Philadelphia, Pennsylvania. As a child, he attended a Quaker school and by the time he was in his teens, he entered the Navy. This was during the American Revolution and due to an unfortunate series of events, Forten was taken captive by the British during a battle at sea.

Yet, Forten did not let dire circumstances quench his fire to achieve.

After the revolution ended and Forten was freed, he returned to Philadelphia. There he began an apprenticeship as a sail maker. Forten was highly skilled at this craft. He was so skilled that eventually he became a top sail maker and not long after the age of twenty, Forten even created an invention that improved the efficacy of controlling sails.

The invention proved immensely successful and enabled Forten to open his own sail loft. Shortly after, Forten became not only one of the wealthiest men in Philadelphia, but also one of the wealthiest men in America.

In addition to being a hard worker and an astute businessman who used his intelligence to create a fortune (at the height of his wealth, Forten’s holding exceed 100,000 dollars – which by some calculations would have his wealth at least at twenty five million dollars were he alive today), Forten also used his wealth and influence to serve his community. Forten supported women’s rights, better relations between the races, and he was a strong supporter of the abolition of slavery. He even used his wealth to fund projects aimed at ending slavery. He funded the Liberator, the newspaper printed by William Garrison. This newspaper spoke out strongly against slavery. Forten also helped build and fund a home that was a station on the Underground Railroad, the system used by escaped slaves to find their way to freedom. He also was a leader in the “Convention Movement.” This movement aimed at uplifting blacks all over the United States.

Forten lived a life that many Philadephians admired. He was known as a skilled businessman, concerned citizen, and a man of integrity. He was a leader among the people of his time and was permanently etched in their memory as a role model who led in word and in deed.

Reading Revolution

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Forten’s main challenge may have been: a. trying to find work b. not being a British citizen c. being a black man in America d. finding out what he wanted to be in life 2. In what war did Forten fight? a. French and Indian b. The Korean c. War of Philadelphia d. Revolutionary War 3. What does embodied mean (first paragraph)? a. knowing truth b. belief in one’s self c. understanding life d. being in possession 4. In paragraph two, define the word efficacy. a. not working b. working very well c. working always d. difficult to execute 5. In paragraph three, define the word astute. a. seeking knowledge b. confused c. a good counselor d. very smart 6. Why would Forten be rich if he lived today? a. because he was intelligent b. because he used his money wisely c. he would be a millionaire in our time d. he didn’t waste his resources 7. How did Forten use his wealth and influence? a. he used it only to make more for himself b. he built a larger company c. he supported slavery d. he used his wealth to help others 8. In paragraph three, define abolition. a. to begin again b. to build a new foundation c. to end d. to reconvene 9. Who was the publisher of the Liberator? a. William Penn b. Abraham Baldwin c. Button Gwinnett d. William Garrison 10. Why was Forten seen as a man of integrity? a. he never cheated his business partners b. he always said the right things c. he gave help to the British d. he used wealth and skills to help others

©2006 Chike Akua & Tavares Stephens

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Jean Baptiste Point Du Sable (1745-1818) Jean Baptiste Point Du Sable was an early American pioneer who founded what has become one of the world’s most important cities. That city is Chicago, Illinois.

Du Sable was born on the island of Haiti around 1745. His father was a French sea captain and his mother a former slave. After an education in France, Du Sable set out to see the world. While working as a seamen, Du Sable embarked on a journey that would eventually alter his life. While traveling to New Orleans, his ship sank in the Gulf of Mexico. While he survived the destruction of the ship, his citizenship papers did not. Upon touching ground in Louisiana, Du Sable was almost taken in custody as a slave. Yet, thanks to the intervention of a French Jesuit priest, Du Sable was able avoid enslavement. He eventually traveled up the Mississippi where he would begin sculpting a new life.

Du Sable was industrious and extremely intelligent. Being multilingual, speaking French, Spanish, English, and eventually learning several Native American languages, Du Sable could be considered a renaissance man – a man of many talents. In the early 1770’s, after living in St. Louis and then settling near Peoria, Illinois, Du Sable came to own over 800 acres of land. It was in this area, he learned to speak in Native American tongues and even took a Native American bride from the Potawotami tribe. He and his wife eventually moved into the area that is now present day Chicago and built a home on the Chicago River.

Currently, the Chicago Tribune, a world renowned newspaper, stands on the spot where Du Sable built Chicago’s first permament residence.

While in Chicago, Du Sable created a trading post. The post quickly became a hub of commerce and activity. Merchants and traders from Wisconsin and Michigan came to conduct business at the post. The post consisted of a mill, bakehouse, dairy, poultry house, horse stables, a smokehouse, and barn. Du Sable even exported foods and furs to other posts in Michigan and Canada. As Du Sable’s wealth grew, so did the city of Chicago. Therefore, Du Sable was not only the father of the city in a symbolic sense, but in a literal sense, as well.

For unknown reasons, Du Sable and his family left Chicago in 1796. He sold his entire stock in Chicago for only $1200. He and his family moved to Missouri where in 1818, he died almost penniless. In spite of this unforeseen ending to a great man’s life, he left behind a legacy of ingenuity and economic development that laid the foundation for Chicago’s future greatness as center of culture and commerce in America and the world.

Reading Revolution

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Where was Du Sable born? a. Buenos Aires b. Chile c. Haiti d. Argentina 2. What type of job did Du Sable have? a. he was a priest b. he was a laborer c. he was a hunter d. he was a sailor 3. In paragraph two, define intervention. a. to leave behind b. to show the way c. to turn away d. to prevent or help 4. In paragraph two, define sculpting. a. to recreate b. to understand c. to create or build d. to use power 5. In paragraph five, define ingenuity. a. decisiveness b. directionless c. deceitful d. smart and wise 6. Which is the best main idea for the passage? a. turning near tragedy into triumph and gain b. the truth about building cities c. how a slave became a leader d. the ways to building wealth 7. Who helped Du Sable remain free in America? a. traders and trappers b. a businessman c. a doctor d. a priest 8. Why could Du Sable be considered highly intelligent? a. he avoided slavery b. he raised an army c. he was multi-lingual and built a city d. he was a seaman and trader 9. What city did Du Sable build? a. Atlanta b. Detroit c. Peoria d. Chicago 10. What kind of business did Du Sable establish? a. a refinery b. a sea port c. a newspaper d. a trading post

©2006 Chike Akua & Tavares Stephens

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Olaudah Equiano (1745-1797) Many people find it difficult to speak up against injustice when the majority remains silent. Yet many more people find it even more difficult to use their own lives as examples of truth during times where injustice and wrongs fill the social and political climate of a civilization.

Olaudah Equiano was an individual who not only was unafraid to speak out against injustice but he also used his life as an example to show that those who pursue justice can influence their society to pursue justice as well.

A former slave who bought his way out of slavery, Olaudah published the first American narrative written by a black man. Olaudah entitled the book, The Interesting Narrative of Olaudah Equiano, or Gustavus Vassa, the African. In this book, Equiano chronicles his life as the son of a chief, who lived in Africa, and was kidnapped by slave traders and brought to America. Yet he describes how, over time, while still a slave, he learned to read and write, became a sailor and military serviceman, and eventually a novelist and abolitionist. His story serves as a remarkable message of courage, hope, and tenacity inspiring lovers of freedom and equality for over two centuries.

When Olaudah wrote his narrative, the anti-slavery movement was gaining tremendous momentum. The book was published during a time in which many books favoring abolition were being published. It was shortly after the American Revolution and America was building a new society supposedly based on freedom and liberty for all men. Until this point, enslaved Africans had not been viewed as human beings. They were viewed as property. What made Olaudah’s narrative so compelling and able to draw in readers was the fact that he illustrated a journey from slavery and having no education to become an educated and cultured man who could read, write, served as a soldier, manage business holdings, and articulate thoughts through moving lectures. His life evolved into a living text that boldly went against the belief that Africans were inferior to Europeans (and in particular, European slave owners). It was this belief, of African inferiority, that many people had used to justify the atrocious acts surrounding an evil like slavery.

Olaudah Equiano created a new paradigm for the African (and African-American). He showed not only the intelligence that people of African descent possess but he also showed that the brightest lights of humanity lived within their souls. After gaining his freedom, he used the rest of his life to fight for the freedom of others. He truly understood that if all men were not free that he could not truly call himself free, and he spent his days trying to rectify the injustice known as slavery.

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Reading Revolution

How did Olaudah Equiano become a slave? a. he was sold by relatives b. he was purchased by slave traders c. he was kidnapped when he was a child d. he was born a slave Who was Olaudah’s father? a. a judge b. a storyteller c. a sea captain d. a chief The significance Olaudah’s book was that it: a. was written during a pro-slavery movement b. illustrated the secrets of free living c. was the 1st narrative by a Black man in America d. it was a long, historical biography In paragraph two define remarkable. a. unknown b. serious c. disastrous d. incredible In the third paragraph, define compelling. a. something that draws you in b. something that is disgusting c. a new way of seeing the world d. a domineering person In the third paragraph, define inferiority. a. greater than b. ignorant c. not knowing truth d. being less than How were Africans viewed in the passage? a. as righteous and wise beings b. as people capable of only being servants c. as beings fit to only be property d. as a nuisance to European society What idea did Equiano’s book prove false? a. that Africans could be intellectual b. Africans were inferior and had to be slaves c. abolition of slavery was wrong d. truth never wins against injustice What did Olaudah do after gaining freedom? a. become a wealthy merchant b. become an abolitionist c. move to France d. found the city of Chicago Why was Equiano’s life a living text? a. he lived out the words he wrote and spoke b. because he was successful in life c. he tried to live as others thought he should d. he tried to imitate his father

©2006 Chike Akua & Tavares Stephens

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Kwame Toure (1941-1998) Kwame Toure was born as Stokely Carmichael in the year 1941.

The son of Trinidadian immigrants, Toure grew up in an era that was shaped by the ending of the Great Depression, World War II, the rise of the Cold War between America and the Soviet Union, the Black Independence movement in Africa, and the Civil Rights Movement in America.

As a child, Toure was keenly aware of the social, political, and economic challenges facing African-Americans. In America, he saw a land that was rich in resources and opportunities for some but not all.

During Toure’s youth, Jim Crow Laws and discrimination unjustly affected African-American citizens. At a pivotal point in his life, he chose to respond to this plight not by giving up or turning to a life of gangs and violence (a path which some youth in his day chose) but rather by using his mind. Upon entering high school in the Bronx, New York, Toure became a high honor student. His academic record earned him full scholarship offers from several schools – including Harvard. Finally, in 1961, Toure chose to attend Howard University, where he studied philosophy and became committed to empowering people of African descent across the globe.

While at Howard, Toure participated heavily in the Civil Rights Movement. He joined the Congress of Racial Equality (C.O.R.E.), the Student Nonviolent Coordinating Committee (S.N.C.C.), and later the Black Panthers. Upon graduation, Toure worked along side people such as Martin Luther King, groups such as the NAACP, and white supporters of civil rights. Yet as the 1960’s moved forward and the struggle for civil rights intensified, Toure could not fully follow the lead of people such as Martin Luther King. Dr. King felt that nonviolence, at all times, should be a way of life, and this way of life should guide the protest movement. Toure felt that nonviolent protest should be practiced when one is treated in a nonviolent and non threatening manner. He felt that if an individual is physically endangered, they are well within their right to respond in self-defense. These views were in line with those of the Black Panther Party, which he later joined.

By 1969, Toure was under surveillance by the U.S. government and no longer a member of groups such as C.O.R.E., S.N.C.C., or the Black Panthers. By this time, he was forming the All African People’s Revolutionary Party, an organization committed to Pan-Africanism, a movement started by Kwame Nkrumah, then president of Ghana. PanAfricanism was the belief that all people of African descent, should begin mass movements to fully connect back with Africa. This connection could include living in Africa and/or working with Africans in vital ways to help guide the political, economic, and social destiny of the continent.

In a move that illustrated his belief in Pan-Africanism, Toure moved to the country of Guinea, on the west coast of Africa, in 1969. From there, Toure continued to lead the All African’s People Party for the next thirty years. During this time, he lectured on Pan-Africanism, why socialist economic systems were a better fit for democratic societies, and why there was a need for human rights of all citizens to be insured world wide.

Kwame Toure died in 1998 of prostate cancer. He rose to prominence during a time in which the world was changing rapidly and those who felt their rights were denied were taking all available avenues to ensure rights were upheld. Toure left a lasting imprint upon the struggles for freedom in America, African and the world.

Reading Revolution

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Where was Kwame Toure born? a. Nigeria b. Guinea c. Jamaica d. Trinidad 2. What movement did Toure help lead? a. The Socialist Movement b. The Women’s Rights Movement c. The Civil Rights Movement d. The Motherland Movement 3. What challenges did Toure see in America? a. the struggle for equal rights b. the desire for free speech c. the willingness to help others d. the struggle to end war 4. What does empowering mean in the second paragraph? a. making someone dependent upon another b. taking someone’s power away c. giving away hope d. helping someone gain their own power 5. In the third paragraph, define intensified. a. lessen the effect b. make challenges easy c. enhance d. develop 6. How did Toure view nonviolence? a. as a way of changing the government b. a way one should act if treated that way c. it was a failure doomed from the start d. it was a bad tactic that had no merit 7. What is Pan-Africanism? a. system that used African-American citizens b. linking Africa with descendants of Africa c. the government established by Guinea d. the government established by Ghana 8. What answer is the best main idea of this passage? a. what happens to individuals who are visionaries b. the evolution of a civil rights leader c. the death of a man who always went against the grain d. how life effected someone obsessed with leading 9. What is the meaning of ensure in the fifth paragraph? a. to take care of b. to leave to chance c. to make sure something is guaranteed d. to secure reasons why events have occurred 10. What age was Toure when he died? a. thirty-seven b. eighty-four c. fifty-seven d. sixty-four

©2006 Chike Akua & Tavares Stephens

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Oprah Winfrey (1954- ) Oprah Winfrey’s life illustrates the fact that success is just as much a matter of choice as it is a matter of chance. Her childhood exhibited constant movement and uncertainty. From birth to age thirteen, she lived first with her grandmother in Mississippi, then with her mother (in Wisconsin). While living with her mother, she was abused and molested until she finally ended up in Nashville, Tennessee under the care of her father. Here Oprah began to blossom. Under the strict discipline of her father, Oprah was strongly urged to develop skills as a reader and writer (He made her read a book each week and write a report on the book).

While in college, at Tennessee State University, Oprah majored in Speech Communications and Performing Arts. She went on to work for several news stations including WTVF-TV in Nashville, WJZ-TV in Baltimore, and WLS-TV’s “AM Chicago.” It was in Chicago that Oprah’s star began to shine with unmatched radiance. When Oprah took over “AM Chicago”, the show was failing. Within a year, it became the top show in the city. Being a major media market – rivaling cities such as New York and Los Angeles – such local success foretold incredible potential for “AM Chicago (whose name was changed to the Oprah Winfrey Show within a year)” on the national stage. Two years after Oprah took over the show, The Oprah Winfrey Show emerged as a phenomenal national success.

Yet Oprah’s talents far exceed simply being a talk show host. Her accomplishments as an actress, film and television producer, and business person indicate Oprah’s diverse skills. She has been nominated for an Oscar (for her role in The Color Purple), started her own production company entitled HARPO Productions, Inc, is owner and producer of the Oprah Winfrey Show, and has produced several critically acclaimed television movies such as The Women of Brewster Place and Their Eyes Were Watching God. She also played the lead role in the critically acclaimed feature film Beloved, based on Toni Morrison’s award winning novel of the same name. In addition, Oprah is a partner in Oxygen Media, Inc., a network aimed at offering empowering entertainment for women.

Deemed the first African-American woman to reach billionaire status, Oprah uses her success to fuel success in the lives of others. Her philanthropic gifts include college scholarships for students, opening a school for girls in South Africa, and presenting a yearly, “Use Your Life Award” to individuals who give their lives in service to others. She has also established the Angel Network to help individuals in need.

Oprah seems destined to inspire current and future generations.

She was named one of Time Magazine’s 100 Most Influential People of the Twentieth Century. This list included luminaries such as Dr. Martin Luther King, Mahatma Gandhi, and Winston Churchill.

Reading Revolution

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Where was Oprah Winfrey born? a. Georgia b. North Carolina c. Ohio d. Mississippi 2. What skill did Oprah develop while living with her father? a. acting b. dancing c. typing d. reading 3. In paragraph two, define radiance. a. darkening b. showering c. shining d. moving 4. In paragraph two, define foretold. a. disbelief b. anger c. disappointing d. foreseeing 5. In paragraph three, define empowering. a. seeing b. devising c. strengthening d. understanding 6. How did Oprah illustrate her different talents and skills? a. by making commercials b. through her publishing company c. through different forms of entertainment d. by starting an investment club 7. What is the goal of Oxygen Media? a. to teach girls to do better in school b. to give dollars to charity c. to help women be stronger women d. to develop new publishing ideas 8. Oprah was the first African-American woman to: a. develop an entertainment franchise b. start a national book club c. develop a nationally distributed magazine d. become a billionaire 9. Someone who is philanthropic (paragraph 4): a. teaches b. leads c. gives d. achieves 10. Oprah Winfrey could be described as: a. bold and weak b. loving and talented c. unstable d. quiet and shy

©2006 Chike Akua & Tavares Stephens

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Mary Church Terrell (1863-1954) Eloquent, articulate, and insightful personify the life of Mary Church Terrell. A skilled orator(speaking four languages), educator and writer, Terrell redefined the role of nineteenth century women and provided civil leadership that helped shaped the human rights movements that became synonymous with the twentieth century.

Mary Church Terrell was born in 1863, the year of the Emancipation Proclamation. Because she was born into a family of considerable wealth – her father was a successful Memphis businessman – she was afforded educational opportunities to receive an education that prepared her for roles of future leadership. She attended school in Ohio, first at a ‘Model School” connected with Antioch College and then later Oberlin College.

After graduation from Oberlin, she spent time in Europe, where she learned Italian, German, and French.

Upon returning to the United States, Mary moved to Washington D.C., and met Robert Herton Terrell, whom she later married. In Washington, Terrell’s years of learning and growing helped her blossom into a dynamic civil servant. She began public service as a teacher in Washington at M Street High School. Terrell then became active in the women’s movement in the early 1890’s. She helped form the Colored Women’s League which later became part of the National Federation of Colored Women. She then became a sought after lecturer and wrote articles opposing segregation. In 1895, Terrell was selected to be a member of the Board of Education for the District of Columbia – the first time a woman of color had been elected to such a position in America.

Terrell’s leadership did not cease as the nineteenth century waned and the twentieth century dawned. In 1909, Terrell helped charter the National Association for the Advancement of Colored People (NAACP).

This organization would be integral in the advancement of human and civil rights for African-Americans. It was this organization that later backed future Supreme Court Justice Thurgood Marshall, when as a young lawyer, he successfully helped desegregate schools in 1954’s Brown vs. the Board of Education, Topeka, Kansas case. Terrell was also instrumental in the women’s suffrage movement – lobbying for the right of all women to vote in the United States.

Mary Church Terrell not only fought for women’s rights and human rights in America, but she also engaged in this battle on international fronts. She addressed the International Congress for women in 1904 (addressing the delegations in German, French, and English). She also was recognized at the Quinquennial International Peace Conference in Zurich, Switzerland in 1919. In addition, in 1937, she spoke at the International Assembly of the World Fellowship of Faith in London, England.

As Terrell continued to grow older, her spirit of service remained steadfast. In 1954, at the age of eighty-nine, Terrell lead a protest against Kresge’s store and Thompson’s restaurant because these establishments abided by segregationist policies. A year later, after living a life of service and leadership, the woman who was born during the year of the proclamation of freedom for all African-Americans, passed away at Anne Arundel General Hospital in Annapolis, Maryland – leaving a legacy of social justice that should be imitated by all generations who follow.

Reading Revolution

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What was Terrell’s profession? a. doctor b. educator c. lawyer d. minister 2. In paragraph three, define dynamic a. tireless b. still c. lonesome d. amazing 3. What organization became the National Federation for Colored Women? a. National League of Women b. Unified Women’s Group c. Association for Free Thinking Women d. Colored Women’s League 4. Terrell was the first African-American woman: a. to lead a protest march b. to start a nonviolent mass movement c. to be on the board of education a major city d. to seek political office 5. In paragraph four, define dawned: a. finished b. left c. began d. came back for 6. In paragraph six, define steadfast a. giving up b. steadily continuing c. leaving behind d. making new friends 7. At eighty-nine, Terrell: a. wrote a book b. started a union c. established a school d. led a protest march 8. Terrell passed away at age: a. seventy-two b. ninety c. eighty-six d. ninety-two 9. Terrell could be described as: a. a tragic hero b. a loving person c. a tireless servant d. someone to trust 10. Which organization did Terrell help start? a. YMCA b. NAACP c. UCMB d. NWLO

©2006 Chike Akua & Tavares Stephens

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James Weldon Johnson (1871-1938) James Weldon Johnson once stated, “My inner life is mine, and I shall defend and maintain its integrity against all powers of hell.” The inner life Johnson referred to in this quote was the inner life of spirituality, the inner life of artistic gifts, and the inner life of service and honor that defined him as a human being.

James Weldon Johnson was a poet, novelist, songwriter, and educator who illustrated the beauty of the human spirit. During his lifetime he also served as an English professor, lawyer, journalist, a high school principal, and a diplomat. Yet one of his most long lasting and famous achievements may have come as a composer of music. Along with his brother, John Rosamand, Johnson wrote the song entitled, “Lift Every Voice and Sing (also called ‘The Negro National Anthem’).” This song, originally written as a poem, is still sung today in schools, churches, and public functions across the nation.

Throughout his life, Johnson attempted to merge his artistic interests with his call to public service and community activism. While living in Jacksonville, Florida, Johnson served as both a lawyer and high school principal. Yet while serving in these capacities, his artistic side continued to call him (this was in the middle of 1890’s). By the beginning of the twentieth century, Johnson had made his way to New York and was writing compositions – along with his brother – for Broadway musicals. Together, they produced several hit songs until the passion to serve in politics drew Johnson to Central America. From 1906 to 1912, he served as an ambassador to Puerto Cabello, Venezuela and later Corinto, Nicaragua.

In Central America, his diplomatic skill was a key factor in the U. S. Marine’s successful campaign in Nicaragua.

Upon returning to the U.S., Johnson began serving as field secretary for the NAACP. While in this position, he wrote the fictional novel Autobiography of an Ex-Colored Man and the autobiographical book Along this Way. He also edited poetry anthologies (that featured poetry and negro spirituals), and even penned his own collection of poetry, God’s Trombones, Seven Negro Sermons in Verse. Even while producing such a prodigious amount of literary work, Johnson performing admirably as the NAACP’s field secretary. As field secretary, Johnson was responsible for recruitment into the association. In a one year span, under Johnson’s leadership, the NAACP’s enrollment more than quadrupled (from 10, 000 to 44, 000 members). By 1920, he was named the chief operating officer and he worked in this position throughout that decade.

As Johnson entered the 1930’s, he began his career as a professor and lecturer. He became Professor of Creative Literature and Writing at Fisk University. During this time, he lectured on civil rights and race relations, and he even authored another book of poetry, Saint Peter Relates an Incident: Selected Poems and a collection of essays Negro American, What Now?, books in which Johnson explores the need for harmony among the races, and full civil rights and racial advancements for African Americans.

Even though it has been years since James Weldon Johnson left earth, his markers of strength, leadership, and courage still remain. In 1988, the United States Post Office added to his legacies by printing a postage stamp with Johnson’s image. This stamp for years was one of the most widely purchased commemorative stamps, further cementing Johnson legacies as a visionary and a man for all seasons.

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Why was Johnson labeled as multi-talented? a. he designed Washington D.C. and Atlanta b. he sang and danced c. he read music and acted d. he excelled in many different fields 2. In paragraph three, define merge a. disentangle b. combine c. imitate d. stimulate 3. In paragraph four, define prodigious a. diverse b. numerous c. ample d. unreal 4. Johnson could be described as an artist and an: a. dreamer b. healer c. activist d. optimist 5. From 1906 to 1912, Johnson worked as an: a. interpreter b. principal c. correspondent d. ambassador 6. The NAACP’s membership increased by nearly what percentage under Johnson’s leadership a. two hundred b. four hundred c. four thousand d. one hundred 7. What type of work did Johnson do in the 1930’s? a. compose b. lecture c. design d. mediate 8. How did the U.S. Post Office Honor Johnson? a. with a poster b. with a banquet c. with a stamp d. with a declaration 9. Before becoming a composer Johnson work as a: a. law clerk b. principal c. clergyman d. longshoreman 10. Johnson could be describe as: a. indolent b. turbulent c. genius d. unstable

©2006 Chike Akua & Tavares Stephens

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Gwendolyn Brooks (1917-2000) Gwendolyn Brooks used her pen to paint pictures of the emotional mosaic that many call life in America. Her poetic voice came to life in the city of Chicago during the Great Depression, World War II, and the Civil Rights Movement. Through words, she captured the contradictions and joys of being black in America, the complexities of being a woman in America, and the challenges of being a human being seeking full expression in America and the world at large.

Brooks’ view into America’s complexities and contradictions came at an early age. In her teenage years, she attended three high schools.

The first was predominantly white. The second was predominantly black; and the third was an integrated school featuring different races. This experience gave Brooks a view of America’s ethnicities – and how these ethnicities interact and deal with life – that profoundly affected her writing.

Before graduating from Wilson Junior College, Brooks had published over eight dozen poems in the Chicago Defender – a news publication dedicated to publishing works that articulated the experiences of blacks in America. During this time, she met both Langston Hughes and James Weldon Johnson. These authors encouraged Brooks to use modern poetry – and constant writing – in order to continue finding her literary voice. By 1943, Brooks won the Midwestern Writers Poetry Conference Award and two years later she published her first book entitled A Street in Bronzeville. The book was a critical success. That same year she was awarded the Guggenheim Fellowship and was well on her way to enormous success.

In 1949, Brooks published her second book of poetry, Annie Allen, and a year later, she was awarded the Pulitzer Prize. She became the first African-American to win this prestigious award. Since then her career has been filled with numerous awards and honors, including recognition

by American presidents, and groundbreaking literary works. She was honored by President Kennedy in 1962, named Illinois Poet Laureate in 1968, received honorary doctorate degrees on several occasions, and in 1994, she was designated as the Jefferson Lecturer by the National Endowment for the Arts. The U.S. government deems the award the highest in the area of the humanities. Thus, by sharing her soul and her vision of life through words, Gwendolyn Brooks has left an indelible print on American verse, art, and culture.

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Brooks can be best described as: a. diligent b. skeptical c. masterful d. redundant 2. Brooks’ three different high schools most likely gave her: a. confidence b. a broad perspective c. stress d. relief 3. By publishing so much quality work at such an early age, Brooks became: a. a noted young writer b. a newspaper editor c. a literary giant d. a keeper of the literary flame 4. Brooks was mentored by: a. Amiri Baraka c. Countee Cullen c. Langston Hughes d. Ron Brown 5. In paragraph two, define complexities. a. complications b. opportunities c. vagaries d. verbosity 6. When the Pulitzer Prize made Brooks a: a. leader b. trailblazer c. disciple d. visor 7. In paragraph four, define indelible. a. transitory b. forgiving c. awesome d. eternal 8. Brooks was named the Poet Laureate of: a. Indiana b. Illinois c. Wisconsin d. Ohio 9. Brooks’ work dealt with: a. worldly success b. religion c. American culture d. International politics 10. Brooks wrote for which publication while still in college? a. the Miami Herald b. Chicago Defender c. The Chicago Voice d. New York Visions

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Asa Phillip Randolph (1899-1979) The movement to insure that civil rights and worker’s rights have often been intertwined in America. Workers produce goods, provide services, and drive the American economy to flourish, thrive, and prosper.

Asa Phillip Randolph was a staunch supporter of civil rights and workers rights. His efforts helped build the foundation for the Civil Rights Movement of the 1950s and 60s and carved the way for the landmark changes that greatly effected the mid twentieth century.

While working on behalf of the Brotherhood of Sleeping Car Porters (BSCP), Randolph completed the first successful negotiation between a black labor union and a company when, in 1937, he and the BSCP secured a labor contract with the Pullman Company. During this struggle, the BSCP had become a part of the American Federation of Labor (AFL).

Yet during their affiliation with the AFL, Randolph and the BSCP again found the need to change the landscape of civil rights and workers rights.

After being part of the AFL for six years, Randolph and the porters found racial discrimination running rampant. In 1941, they left the AFL and joined the Congress of International Organizations (CIO). After this move, Randolph threatened to organize a March on Washington, in June of this same year, calling for an end to discrimination in the work place. Prior to the march, President Franklin D. Roosevelt signed an Executive Order (named the Fair Employment Act) immediately banning discrimination in federal bureaus and the defense industry. This was significant because this law also included private companies that secured federal government contracts. It was for these companies that members associated with the Brotherhood of Sleeping Car Porters and CIO worked.

Asa Phillip Randolph’s work did not stop after the Pullman victory and the Fair Employment Act. He then took on the military. After successfully lobbying (and once again threatening a March on Washington), Randolph’s efforts urged President Harry S. Truman to issue an executive order banning segregation in the Armed Forces. The year was 1948. Over the next twenty years, Randolph continued to lead by affecting change in the lives of others. He eventually became Vice President of the AFL-CIO (the labor union formed from the merger of the American Federation of Labor and the Congress of International Organizations) and president of the Negro American Labor Council. In 1963, Randolph was instrumental in organizing an event that changed the vision of human rights across the world. He helped convene the March on Washington for Jobs and Freedom where he and other civil rights luminaries such as Dr. Martin Luther King, Jr. sent a message to the world that they would continue fighting for the social, political, and economic freedom of every man, woman, and child who live and yearn to breathe free.

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According to passage, how do workers help the American economy thrive and prosper? a. by providing money b. they lift prices c. they provide goods d. it provides jobs How did Randolph help workers in the U.S.? a. he built companies b. he built unions c. he changed laws d. he wrote treaties In paragraph two, define affiliation. a. repetition b. connection c. sensitivity d. agreement In paragraph three, define rampant. a. unsavory b. out of control c. controlled d. stifling What was President Roosevelt’s significance in the labor movement of the 1940s? a. he wrote and legislated new labor laws b. he executed new labor laws c. he redefined the executive branch’s role d. he stood in opposition to the AFL-CIO What did the Fair Employment Act achieve? a. the end of slavery b. the start of unions c. gave new hope d. equality for workers Why did Randolph create the BSCP to: a. assist black workers in labor negotiations b. go against the white labor unions c. make trouble for companies d. become a civil rights leader In paragraph four, define convene a. leave behind b. come together c. reestablish d. understand A luminary is one who (paragraph 4): a. brings unrest to a situation b. provides a light of wisdom and leadership c. makes people feel uncomfortable d. destroys harmony Randolph organized and shared the stage with Dr. Martin Luther King, Jr. at what event? a. The Montgomery Bus Boycott b. The March on Washington c. The Houston Protest d. The Albany Protest March

©2006 Chike Akua & Tavares Stephens

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Walter White (Part I) (1893-1955) There are times in history where the call to humanitarian service is so intense that leaders seem to be born by the minute. The year 1893 was such a time and Walter White was such a person.

In 1893, America had reached a great crossroads. Only thirty years earlier, African-Americans had been freed from slavery (with the signing of the Emancipation Proclamation by Abraham Lincoln). Immediately following slavery, during the Reconstruction period, a good sizeable number of African-American citizens made great social, political, and economic gains, by attaining education, owning land, opening businesses, and becoming elected officials. Yet still, discrimination had an extremely negative effect on the lives of African-Americans who had found the gateway to success and for those still searching for success, opportunity, and equality. These circumstances were crucial factors in Walter White’s decision to dedicate his life to struggle for equality and justice.

White was a native of Atlanta, Georgia and earned his living in the insurance business. In 1916, while living and working in Atlanta, he organized a protest meant to end discriminatory practices by the Atlanta Board of Education. Soon after, White joined the National Association for the Advancement of Colored People (NAACP). He founded the Atlanta chapter in 1918. Within ten years, White became Executive Secretary of the National Organization (taking over leadership when James Weldon Johnson stepped down from the position).

During White’s lifetime, he was instrumental in leading movements that changed America’s political landscape. He, along with Asa Phillip Randolph, was a key proponent of the Fair Employment Act, signed by President Franklin D. Roosevelt, which signaled the end of racial segregation in the defense industry. This act also led to the practice on non-discrimination in private sectors of work. White led the call for anti-lynching legislation, the ending of poll taxes and the concept of separate but equal education. In addition, White’s work as a political correspondent during World War II played an enormous role in exposing the wrongs of desegregation in the U.S. military. This work led to the military’s eventual segregation in 1948.

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According to the passage, why was America at a crossroads in 1893? a. economic depression b. loss of jobs c. social irresponsibility d. racial discrimination 2. Which city’s school board did White challenge because of discrimination? a. Chicago b. New York c. Los Angeles d. Atlanta 3. Who was the founder of the Atlanta chapter of the NAACP a. James Johnson b. Asa Candler c. Willis Campbell d. Walter White 4. In paragraph two, define attaining. a. let go of b. to deceive c. to acquire d. to enlist 5. In paragraph two, define crucial. a. unimportant b. delayed c. misguided d. needed 6. What role did White play in the NAACP? a. Executive Treasurer b. Chief Operating Officer c. Executive Chief of Legal Matters d. Executive Secretary 7. White could be described as: a. selfish b. selfless c. egocentric d. divergent 8. Who signed the Emancipation Proclamation? a. Thomas Jefferson b. Benjamin Banneker c. James Monroe d. Abraham Lincoln 9. In what year was the Atlanta chapter of the NAACP established? a. 1893 b. 1909 c. 1918 d. 1916 10. The historical times in which White lived could be best described as: a. unbelievable b. disappointing c. unjust d. relentless

©2006 Chike Akua & Tavares Stephens

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Walter White (Part II) (1893-1955) Central to White’s political achievements may have been his ability to form relationships with key political figures and then urge them to see and understand the need for true equality for African-Americans. Eleanor Roosevelt, wife of President Franklin Roosevelt, was one such person.

Although, at times, White and the NAACP were highly critical of President Roosevelt’s action or inaction towards important civil rights issues, White and Eleanor Roosevelt worked together on attempting to have important legislation passed (such as the anti-lynching legislation) and they served together in leadership capacities at the NAACP when Roosevelt joined the organization as an executive board member.

White’s ability to connect with diverse individuals was apparent throughout his career. In addition to his work in the financial services industry and the NAACP, he was a delegate for the Pan-African congress and the United States’ founding group for the United Nations and served on the Virgin Island’s Advisory Council for the Government. He was an individual who understood the crucial role his generation needed to play in world history. Although many of the battles he fought and won directly affected the lives of his contemporaries, the full effect of his efforts would not be seen until his children’s and grandchildren’s generations grew into maturity.

White’s work against discrimination initially helped AfricanAmericans mainly. Yet, because the work was aimed at establishing equal rights for all citizens, people of different races have also benefited from White’s persistent fight for justice and equality in all sectors of society.

His work paved the way for luminaries such as Dr. Martin Luther King, Jr., Representative Barbara Jordon, General Collin Powell, and Secretary of State Condalezza Rice. Yet, it also paved the way for White’s work to ensure that lesser known, yet equally important, individuals of all races would have the opportunity to attempt to live out their hopes and dreams in a world where courage, character, and skill are allowed to shine without the limits of segregation and discrimination hounding their doorsteps.

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How did White come to know First Lady Eleanor Roosevelt? a. she was a good friend b. she was an NAACP board member c. she helped White lead protests d. she worked with the AFL-CIO 2. In paragraph two, define diverse. a. unknown b. well read c. varying d. continuous 3. In paragraph two, define maturity a. divided b. indivisible c. fully developed d. delayed 4. White’s work benefited: a. blacks only b. migrant workers c. whites only d. all citizens 5. With whom did White work in order to complete the Fair Employment Act? a. Dr. Martin Luther King, Jr. b. Malcolm X c. Asa Phillip Randolph d. Harry Belafonte 6. Why should people of all races in America appreciate the work done by White? a. it help to establish the NAACP b. it create a more fair and just society c. it took leverage from the rich d. it showed new ways to become wealthy 7. In what type of business did White initially work? a. savings and loans b. accounting c. stocks and bonds d. insurance 8. What legislation did White and First Lady Roosevelt help to get passed? a. anti-trust b. anti-aging c. anti-semitism d. anti-lynching 9. Why were White and the NAACP highly critical of President Roosevelt at times? a. his inaction towards civil rights issues b. his belief in letting statutory limits expire c. his denial of America’s wrongs d. his stance on the war 10. White served as an advisor for: a. Asa Hilliard b. Haiti c. Eleanor Roosevelt d. The Virgin Islands

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Angela Bassett (1958 - ) Angela Bassett’s intelligence, passion, and skill as an actor have become trademarks of a career that has served as an inspiration for film fans worldwide. She graduated from Yale University in 1980 with a degree in African American studies. Three years later, she graduated from the Yale School of Drama with a Master’s of Fine Arts degree.

Then, in 1986, she made her film debut in the movie F/X. Since that time, Bassett’s career has been a journey of several critically acclaimed roles, Oscar and Emmy award nominations, and an NAACP Image Award.

Yet possibly, more important than awards and accolades, Bassett has earned the reputation of being a regal woman who will not allow the allure of success in film make her compromise her values and self-respect.

Bassett earned headlines when she informed the public that she’d turned down the lead role in the academy award winning film Monster’s Ball because she felt that it was a degrading representation of Black female sexuality. Yet this came as no surprise because Bassett built her career playing strong and noble characters such as the late Betty Shabazz in Malcolm X, Tina Turner in What’s Love Got to Do with It?, as well as, playing supporting actress in the groundbreaking film Boyz in the Hood. In this film, she portrays a single mother leading her son on the right path while simultaneously building a successful professional career.

In 2002, Bassett played the role of Rosa Parks in The Rosa Parks Story. This role continued to exemplify Bassett’s commitment to playing roles that illustrate women of character accepting the challenges of life and using inner strength to come out victorious.

Bassett’s commitments to personal integrity and artistic skill are reminiscent of Cicely Tyson. Tyson is a star African-American actress who preceded Bassett and she, too, has remained committed to embracing roles that illustrate the best – in terms of character and inner strength – that African-Americans, and in particular, African-American women, have to offer. In a profession where both women may have received much more financially for betraying their moral integrity, they have steadfastly upheld the idea that personal integrity is worth much more than financial riches. This integrity, merged with skill and talent, has made Bassett not only a star and fan favorite but also a role model in the film industry.

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Angela Bassett graduated with a degree in: a. journalism b. history c. mathematics d. none of the above 2. Bassett made her film debut in: a. X-Men b. Moon Dogs c. F/X d. Escape 3. Bassett’s awards include: a. The Horatio Alger b. NAACP Image c. Noble Prize d. Springarn Medal 4. In paragraph one, define allure. a. desire b. need c. correction d. deception 5. In paragraph two, define noble. a. honorable b. toxic c. incredulous d. elasticity 6. Why did Bassett turn down the lead role in Monster’s Ball. a. she thought it wasn’t good enough b. she felt it portrayed negative images c. she felt the script was poorly written d. she had no choice 7. Why did Bassett most likely choose to play the role of Rosa Parks? a. parks was honorable and of good character b. there were no other roles available c. she felt the movie was a lost cause d. the producers promise a huge payday 8. Whose career does Bassett’s resemble? a. Roseanne Barr b. Cicely Tyson c. Camille Mills d. Angela Rogers 9. The main idea of this passage could be: a. a woman’s desire for perfection b. living life to the fullest c. the divine right to live d. success without compromising morals 10. In paragraph four, define integrity. a. licentiousness b. commiseration c. truthfulness d. intrepid

Angela Bassett in The Rosa Parks Story.

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©2006 Chike Akua & Tavares Stephens

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Nat Turner (Part I) (1800-1831) Before the civil war, at least 250 slave rebellions occurred in the South. These rebellions were in response to an inhumane system that rendered people to be sold as property and treated as objects devoid of life and human consciousness. Many of these rebellions did not achieve their ultimate goal of having captives set free. Yet they did send a signal that African-Americans would achieve there freedom by asserting their rights to life, liberty, and the pursuit of happiness.

The names of the leaders of many of these rebellions have faded into the sands of time. Yet one name that still resonates in the pulse of American consciousness is that of Nat Turner. In 1831, Turner led a rebellion that sent shockwaves throughout the South and the nation. The rebellion signaled that the desire for freedom burned passionately in the hearts of enslaved people and they would not rest until that desire was fulfilled.

Turner was born in Southampton County, Virginia. Born during a time when it was illegal for Blacks to be educated, Turner was gifted with tremendous natural intelligence. He picked up reading without being taught. Because of his natural intelligence, his ability to lead, and a deep religious conviction (Turner was often seen fasting and praying), Turner was often called “The Prophet” by fellow enslaved people. Later in life, these factors would play profound roles in Turner’s decision to rebel and lead an insurrection.

A pivotal moment in Turner’s life came after he, himself, had escaped from his master’s plantation. During his escape, Turner had a vision. In this vision, he claimed to have heard God telling him to go back to the plantation and free those he’d left behind. Rather than remain in hiding, Turner decided to return and obey this directive. After Turner’s return, he eventually planned the rebellion, organized the participants, and then moved to carry out his directive. On August 21, 1831, Turner, and at least fifty enslaved and free Blacks traveled from house to house freeing the enslaved and killing their slave holders and members of their households. The rebellion lasted for forty-hours until the white militia was finally able to repress it.

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According to the passage, why did people rebel against slavery? a. slave owners supported rebellion b. the system of slavery was inhumane c. writers had been urging rebellion d. Social Darwinism needed to end According to the passage, what rights did AfricanAmericans seek? a. the right to assembly b. free speech c. workers’ compensation d. life and liberty In paragraph one, define rendered. a. disorganize b. disdain c. made to become d. made useless In paragraph two, define resonates. a. unleash b. echo c. encode d. reveal According to the passage, what did Turner's rebellion indicate? a. ineffective rule b. immorality c. desire for freedom d. criminal behavior What was unusual about Turner? a. he was an atheist b. he could read c. he was apathetic d. he was mulatto In paragraph three, define repress. a. conceal b. design c. hold down d. deify What caused Turner to believe rebellion had become necessary? a. his mother being sold b. watching his brother lynched c. being punished for stealing d. a vision he had while attempting escape What did enslaved people call Turner? a. the deliverer b. the way maker c. the messiah d. the prophet According to Turner, who instructed him to lead the rebellion? a. the prophet b. God c. his master d. angels

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Nat Turner (Part II) (1800-1831) Although the rebellion ended in two days, it would be three months before Turner was captured. In a span of six days, from November 5th to November 10th, Turner was tried, convicted, and received the death sentence. The day after the trial concluded, on November 11th , Turner was beheaded, skinned, and his body sectioned off and given away as souvenirs. Following the rebellion, many blacks in Southampton (who had nothing to do with the rebellion) were beaten, and Virginia, after considering the abolition of slavery, chose rather to keep it and make life even more oppressive for both enslaved and free Blacks.

Even though Turner and the rebels did not achieve freedom, their acts eventually led to the freeing of enslaved Americans. Their actions called attention to the wrongs of slavery, stirred debate about its practical effects on the life of the enslaved and slave holders, influenced slavery legislation and was undoubtedly one of the factors that eventually would lead to the Civil War. After Turner’s death, The Confessions of Nat Turner was published by his trial lawyer. In this book, Thomas Ruffin Gray outlines research he’d done on Turner after the rebellion, as well as excerpts from conversations Turner had with his lawyer during the six days before his death. There is much debate concerning the book, however, because although it provides a view of Turner’s thoughts, the author of the book is the only source of validation for Turner’s words.

Therefore, whether or not Turner’s thoughts are being accurately represented has been a subject of great debate. Yet and still, Turner remains as a symbol of man’s yearning for life, liberty, and equality— even unto death..

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After Turner’s capture and execution, what did Virginia do to enslaved people? a. make life more difficult b. set people free c. call special senate sessions d. provide armed guards on plantations How long did Turner elude capture? a. eight months b. six months c. nine months d. three months After the rebellion occurred, what option did the Virginia legislature consider? a. ending slavery b. mass executions c. denying amnesty d. suing the U.S. In paragraph two, define validation. a. renunciation b. open minded c. truth d. deviant According to the passage, what were long lasting effects of Turner’s rebellion? a. changing of Virginia’s slave abuse laws b. more rights for enslaved blacks c. the Slave Right’s Act was created d. it helped stir up the Civil War Nat Turner’s Confessions was published by: a. his best friend b. his trial lawyer c. angry supporters d. his brother Turner became a symbol of the yearning for: a. destiny fulfilled b. equal rights c. religious power d. cultural freedom For whom was life probably most difficult after Turner’s rebellion? a. slave owners b. enslaved blacks c. free blacks d. both b and c Turner’s execution could be described as: a. vicious b. standard c. elementary d. raucous Turner hoped to gain___ through his Rebellion. a. hope b. money c. freedom d. fame

©2006 Chike Akua & Tavares Stephens

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Dr. Barbara King In 1971, Dr. Barbara began a visionary ministry focused on healing the human soul and improving the human condition while opening gateways to understanding of the Divinity in human beings. That ministry is called Hillside International Truth Center, and since its inception, it has been light of understanding for many who have been touched by its work.

Dr. King was born in Houston, Texas and during her teenage years, had visions of establishing a ministry that would delve deeply into the psyche of the human condition and help individuals triumph over the challenges of life. After graduating from Texas Southern University with a B.A. degree in Sociology, she moved to Atlanta and earned a Masters of Social Work from Atlanta University. In Atlanta, she found fertile ground to plant the seeds of ministry. It is here that she established Hillside and began to spread messages of harmony, spiritual connectedness, and service to mankind.

Hillside has grown from a study group that numbered between ten and twenty people into a vital ministry with over 5000 members. The growth was spurred not only by Dr. King’s inspiring sermons and studies but also by her willingness to bring other luminaries into the midst of Hillside. Individuals such as talk show hosts Oprah Winfrey and Tavis Smiley, psychologist Dr. Na’im Akbar, and media maker Susan Taylor have shared powerful messages at Hillside. In addition, the monthly publication “Daily Thoughts from the Hill (a booklet of daily meditations focused on living one’s life at a higher level of spiritual awareness)” helps the message of Dr. King and Hillside reach readers that number in the thousands.

In 1994, Hillside established a sister church in South Africa.

Additionally, Dr. King has traveled throughout Africa extensively. She has also ministered in Egypt, Kenya, Senegal, and Ghana. Because of her tireless work in lifting the spiritual consciousness of humanity, in 2001, Dr. King was enstooled as a chief in Ghana, West Africa. She was the first female given this distinction at Assin Nsuta, Ghana, West Africa.

Prior to enstoolment, Dr. King also ministered in Finland, England, Russia, South America, and the Caribbean. Using her spirit as an instrument of love and spiritual truth and the world as her pulpit, she continues to leave imprints on humanity that improve and enhance the life of human beings worldwide.

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Dr. King envisioned Hillside: a. while at Atlanta University b. during a fast c. while a teenager d. while praying in her basement 2. Hillside began when: a. Dr. King moved to Atlanta b. a prophet instructed Dr. King to begin building the ministry c. Dr. King moved to Texas d. Dr. King earned a Masters of Divinity 3. According to the passage, part of Dr. King’s ministry focuses on: a. redemption b. healing c. trust d. honor 4. In paragraph two, define delve. a. receive b. investigate c. cherish d. replenish 5. In paragraph four, define extensively. a. large scope b. at liberty c. microscopic d. subsuming 6. According to the passage, which of the following is a part of Hillside’s purpose? a. dissension b. miracles c. reconciliation d. harmony 7. Dr. King could be best described as: a. passive b. indifferent c. a luminary d. receptive 8. Daily Thoughts from the Hill focuses on: a. prayer b. synergy c. meditations d. study 9. Hillside’s ministry can be described as: a. local b. regional c. national d. international 10. Hillside has a sister ministry located in: a. Egypt b. South Africa c. Liberia d. Syria

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Saul Williams (1972- ) He has been hailed as a trailblazing poet, performer, actor, and musician. His body of literary work includes the following books: Seventh Octave, She, Said the Shotgun to the Head, and the Dead Emcee Scrolls.

He has appeared in several films such as SLAM, Slam Nation, Underground Voices, and Lackawanna Blues. His television credits include recurring roles on the hit shows Oz, and Girlfriends. He is none other than Saul Williams, one of the noted voices in a generation of performers who are pioneering new pathways for artistic expression in the twenty-first century.

Saul Williams was born in Newburgh, New York in 1972. After graduating from Morehouse College in Atlanta, he returned to New York to pursue graduate studies in acting. During his youth, Saul had always been a writer but had been intent on initially pursuing a career in acting.

Yet, during a series of fateful events, Saul began to perform as a spoken word poet. After his first performance as a poet, audience members were so captivated that Saul was asked to perform at a reading that would feature literary luminaries such as Sonia Sanchez. Again, Saul mesmerized the audience. Soon he became a fixture on the New York poetry scene and he eventually won the title of Nuyorican Poet Café’s Grand Slam Champion.

Soon Saul landed the leading role in SLAM and was featured in the documentary SLAM Nation. This helped parlay his poetry performance career into a successful acting career. Saul even delved deeply into performance through the art form of music. His compact disc, Amethyst Rockstar, achieved fame and garnered enormous recognition among music critics. The CD displayed music that ranged from rock to soul to gospel to techno to hip-hop and illustrated Saul Williams’ ability to produce quality art in numerous genres.

Like individuals such as Paul Robeson, James Weldon Johnson, Langston Hughes, and W.E.B. DuBois, Saul Williams has become a luminary because of his ability to create and excel and inspire through various art forms. Not only does he still write, perform, and act, but he also lectures at colleges and universities. He’s had feature articles appear in publications such as the New York Times, Details, Esquire, Bomb Magazine, and African Voices. In addition, Saul has appeared on stage with artists that range from Erykah Badu, to the Fugees and De La Soul to Red Hot Chili Peppers. His work on the HBO series Oz received high praise and the possibilities for his career and expression appear to be limitless. By simply living out his dreams, Saul Williams has become an inspiration for millions worldwide.

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Saul Williams could be best described as a. cynical b. a magician c. a diverse talent d. pious 2. In paragraph one, define recurring. a. diverging b. unimaginable c. repeating d. devoted 3. In paragraph three, define delve. a. transparent b. explore c. refine d. recollect 4. According to the passage, Williams initially desired to: a. create set designs b. be an actor c. study archaeology d. write music 5. The title of Williams’ CD refers to a: a. Greek God b. ecological system c. birth stone d. sacred temple 6. Williams’ undergraduate degree came from: a. Howard b. Langston c. Hampton d. Morehouse 7. Which response indicates William’s diverse music interests? a. he’s shared the stage with Jimmy Buffet b. he plays five instruments c. his CD contains various music genres d. he began the CD with an ode to sonatas 8. Where was Williams chosen as Grand Slam Champion? a. Washington D. C. b. 112 East c. Nuyorican Café d. Prophet’s Lounge 9. To whom was Williams compared in the passage? a. Nat Turner b. Langston Hughes c. Denmark Vessey d. Countee Cullen 10. The main idea of this passage could be best described as: a. overcoming obstacles to become a success b. learning how to define one’s life c. the life of a multi-talented artist d. moving from a collegiate to a professional

©2006 Chike Akua & Tavares Stephens

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Cicely Tyson (1933-

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Actors have often faced the dilemma of whether or not to play roles which go against their personal or moral convictions while knowing that these particular roles may yield enormous paydays. In some cases, actors succumb to the pressures and in others they remain steadfast and achieve without compromising morally. Cicely Tyson is one of those individuals who chose to maintain her convictions and sculpt a long lasting and prosperous career without sacrificing her dignity and character for financial gain.

In the mid 1950’s, when Tyson first appeared on stage, screen roles for black women beyond that of a nanny, maid, or menial worker were almost non-existent. Yet this did not deter Tyson from seeking fulfillment of her goals. After building a glowing theater resume, Tyson appeared on television’s East Side/West Side in 1963-64. By 1972, she had appeared in the feature film Sounder where she played a resilient woman attempting to hold her family in tact during the Depression. Her next three major films were The River Niger, The Blue Bird, and A Hero Ain’t Nothing But a Sandwich. Since 1975, Tyson has appeared in at least twenty –five television and/or movie productions. In addition, Tyson helped establish the Dance Theater of Harlem during this time.

She had quite an accomplished resume of work, including an Oscar nomination for Best Actress, honors from the Council of Racial Equality, the NAACP, the National Council of Negro Women and induction into the Black Filmmakers Hall of Fame.

Other important works in which Tyson starred were Roots, The Autobiography of Miss Jane Pittman, A Lesson Before Dying, Mama Flora’s Family and The Rosa Parks Story. In each of these roles, Tyson portrayed characters whose strength, courage, and commitment were lights of inspiration. Their sense of dignity, honor, and perseverance were also to be admired. To the outsider looking in, it seems that Tyson undoubtedly believes that playing roles where characters absent of these qualities would be a disservice to the legacies of strength and humanity left by many African-American women. For the women she portrayed have acted as cornerstones in their communities. Not only were they mothers, but they were also dependable and caring sisters, friends, and the sources and keepers of communal life and consciousness. Their thoughts, words, and actions helped empower the community towards a brighter, better future. Because life often imitates art, Tyson may have believed that her art needed to provide images that would be worthy of imitation in real life.

Reading Revolution

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What difficult career decision was Tyson forced to make? a. whether or not to be Miss Jane Pittman b. whether she’d sing or act c. whether she would take degrading roles d. how she’d play unintelligent characters 2. In paragraph one, define succumb. a. overcome b. acquiesce c. create d. destroy 3. What types of roles were available for black actresses during Tyson’s early years? a. doctors b. maids c. lawyers d. architects 4. In paragraph two, define resilient. a. weak b. strong c. demanding d. dominating 5. For which Oscar was Tyson nominated? a. best director b. best support role c. best actress d. key grip 6. What type of characters did Tyson insist on portraying? a. demeaning b. strong c. superfluous d. devious 7. Where did Tyson begin her career? a. at a talent show b. in the theater c. at a country club d. at a variety show 8. In what year did Tyson appear in her first major work? a. 1965 b. 1963 c. 1966 d. 1970 9. In paragraph three, define communal. a. serviceable b. trustworthy c. dependable d. group oriented 10. Tyson could be best described as: a. dishonorable b. dignified c. unreasonable d. insinuating

©2006 Chike Akua & Tavares Stephens

78

Benjamin Banneker (1731-1806) Benjamin Banneker could be called a genius who not only was ahead of his time but also lived a life that called for change in the times that he lived. Banneker was born in 1731. Slavery still existed in the United States during his lifetime and many leaders had yet to openly question its immorality and inhumanity. It would be nearly 160 years before it would be outlawed in America. Yet, still, Banneker – who was born free – was able to express his genius and become a leader of his time.

Banneker was a skilled mathematician. While growing up on his family’s farm, he watched his father – Robert Banneker – build dams and watercourses that served as an irrigation system for the family farm.

He was also taught to read and learned simple math. By the time Benjamin was twenty-one, his gifts as a technician and artisan bloomed. It was then that Benjamin built his first clock. It was a model replica of a pocket watch. The clock ran with perfect precision forty years after it was first built. Yet, this achievement – which began his career as a watchmaker – was merely a sign of greater things to come. Banneker later became an astronomer (publishing Benjamin Banneker’s Almanac) and an architect – working on the most important construction project of his time.

At the age of sixty, Banneker was hired by George Washington to work with two French architects who were commissioned to design Washinton, D.C., the capital of the United States. In an odd turn of events, the French architects were fired and upon their firing, they took their design plans back to France in retaliation against the U.S. government. Banneker, however, proved able to salvage the project.

Many believed that Banneker was able to use his photographic memory to redraw the plans and help the project continue.

In Banneker’s final years, he worked towards the abolition of slavery. In a poignant letter, he urged Secretary of State, Thomas Jefferson (author of the Declaration of Independence), to support slavery’s abolition. He even used his life and the colonist’s desire of freedom from the British as reasons supporting his desire for equal rights for African-Americans. Like many leaders of his time, Banneker knew that freedom for one eventually had to mean freedom for all if America were to truly lives its own creed that, “All men are created equal and endowed by their creator with certain inalienable rights – among these are life, liberty, and the pursuit of happiness.”

Reading Revolution

1. In Bannaker’s lifetime, what system of oppression existed? a. apartheid b. Jim Crow c. lynch laws d. slavery 2.What was Banneker’s chief skill? a. history b. science c. literature d. mathematics 3.In the second paragraph, define precision. a. inefficient b. timeless c. off center d. flawless 4.In the third paragraph, define salvage. a. disregard b. entrust c. save d. deliver 5.In the fourth paragraph, define inalienable. a. believable b. outlawed c. guaranteed by birth d. given as a gift 6.Why is Banneker’s role as an architect important to American history? a. he built the Sears Tower b. he designed the Statue of Liberty c. he sold the plans for New York to the U.S. d. he helped design Washington, D.C. 7. When did Banneker build his first clock? a. 1760 b. 1752 c. 1770 d. 1757 8. How did Banneker salvage the blueprints for the building of Washington D.C.? a. he had rewritten the plans b. he saw them in a vision c. the original architect gave the plans to him d. he used his photographic memory 9. Banneker could be best described as: a. simplistic b. unskilled c. unable to see beyond limits d. intelligent and resourceful 10. Later in life, how did Banneker use his political influence? a. he became a United Nations delegate b. he became a Black Nationalist c. he fought in the American Revolution d. he worked as an abolitionist

©2006 Chike Akua & Tavares Stephens

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Chief Justice Leah Ward Sears (1955 - ) Legal luminary, the Honorable Leah Ward Sears, is an instrumental force shaping the future of law and politics in Georgia, as well as, redefining how leaders of the judiciary are viewed in terms of gender and culture. Her pioneering service has opened doors for both women and people of color and given hope that the higher ideals of America – it being a land where “life, liberty, and the pursuit of happiness” are honored for every human being – will be honored at its highest levels in the twentyfirst century.

In 1988, Sears was appointed Superior Court Judge for the State of Georgia. She was the first woman of African-American descent to serve in this position. Four years later in February of 1992, then Governor Zell Miller, appointed Sears to Supreme Court for the State of Georgia.

Justice Sears was the youngest appointee in history, as well as, the first woman appointee. Following her initial stint as state Supreme Court Justice, Justice Sears gained reelection to the position in November of that year. She became the first woman in the history of the state to win a statewide election.

Justice Sears’ expanded vision of life and the diverse ways in which a disciplined and focused individual can achieve success in life were nurtured during her childhood. Her father – Colonel Thomas Sears – was a Master Army Aviator and during Justice Sears’ formative years, the family lived all over the world. By the time she graduated high school, seeds for extraordinary achievement and a life of no limitations were planted. She attended undergraduate at Cornell University and then returned to Emory University in Decatur, Georgia to study law.

Her first judicial appointment – as a judge in traffic court – came after only five years of service as a lawyer.

Justice Sears currently serves as the Chief Justice of the Georgia State Supreme Court. She is the first woman to serve in this position.

As her stature, influence, and achievements grow, she motivates masses by simply being a living example of human potential being expressed at high levels. Her work and life are breaking boundaries of race, culture, and gender in ways that are redefining American law and politics. And in doing so, Justice Sears helps shape a new generation of leaders who will follow a blueprint that shows how to explode barriers, forge new pathways to achievement, and reach for and capture one’s star of destiny that light may be brought into the world.

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Reading Revolution

Chief Justice Ward Sears’ story could be described as : a. mundane b. cryptic c. quizzical d. inspirational Chief Justice Sears was appointed to the Supreme Court in: a. 2002 b. 1999 c. 1992 d. 2002 The Chief Justices’ life illustrates: a. determination b. intelligence c. indolence d. both a and b Justice Ward Sears made history by: a. writing laws as a legislator b. being the first woman to run for state office c. achieving a high degree of success d. being the first woman to win statewide elected office Justice Ward Sears received her first judicial appointment: a. at the age of twenty nine b. after practicing law for five years c. at the age of twenty three d. after practicing law for eight years In paragraph three, define nurtured a. screened b. inhibited c. observed d. developed In paragraph four, define forge. a. create b. discern c. resettle d. measure Justice Ward Sears studied law at: a. John’s Hopkins b. Emory c. Cornell d. Clark Atlanta The term judiciary (paragraph one) refers to: a. congresspersons b. federal agents c. senators d. judges Justice Ward Sears can be best described as: a. humble b. trailblazing c. agile d. independent

©2006 Chike Akua & Tavares Stephens

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Gabriel Prosser (1775 – 1800) As a young man, Gabriel Prosser knew that he would live or die for the cause of freedom. He felt he could never know true freedom as a person enslaved and achieving this freedom would require drastic measures. Inspired by the stories of the slave revolts on the Caribbean side of Saint Dominique, he believed that he could lead enslaved people to freedom in the United States.

Gabriel was taught to read and write and was a skilled artisan.

Because of these abilities, he was often hired out as a laborer (a common practice in Virginia at that time). Being hired out gave him opportunities to travel to other plantations and other cities. During these journeys, he met free Blacks, other enslaved Blacks who were hired out, and White artisans who believed that both slavery and classism (division of people based on social class) were great social evils that had to end. Through conversations with these individuals, the idea of leading a revolt pulsed through Prosser’s mind.

By twenty-four, not only had the idea of leading a revolt become entrenched in Gabriel’s mind, it became a reality he pursued. By August of 1800, Gabriel had built an underground army consisting of enslaved people from the towns of Richmond, Petersburg, Norfolk, and Albemarle.

With this army, Gabriel had planned to take over the capital of Richmond, kidnap the governor, and then use him as a hostage that could bartered in exchanged for their own freedom. Yet the day before the plan was to be carried out, some of the rebels went to their owners and told of the plot.

White patrols and the state militia then stopped the revolt before it could begin.

On September 11, 1800, after capturing many conspirators, the trial against the underground army began. Yet it would be a month into the trial before Gabriel’s own trial began because he eluded capture up until three days after the beginning of the trial. He was captured then only because another enslaved person who knew him reported a white ferry owner’s attempt to help Gabriel escape to freedom. By the end of the trial, 26 slaves were hanged and many others were deported to other states. Among those executed was Gabriel Prosser. Even though his rebellion failed to achieve its full intentions, it was a reminder to America that enslaved people were human beings who desired life, liberty, and happiness, and chances were, they would not rest until their wishes were fulfilled.

Reading Revolution

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What inspired Prosser to lead a revolt? a. the Cuban revolt b. Carolina Wars c. Saint Dominique d. the Haitian Uprising 2. Why was Gabriel often hired out? a. he was strong b. he had visions c. he read and wrote d. he was a Christian 3. In paragraph three, define entrenched. a. lost b. unable to resist c. placed deeply within d. believing forever 4. In paragraph three, define bartered. a. to give away b. to exchange c. lost in translation d. unable to decipher 5. Gabriel Prosser could be describe as a. confused b. weary c. a fearless leader d. a dependable servant 6. Why did white artisans side with Gabriel? a. they feared him b. he trusted them c. they shared similar views d. Gabriel was conniving 7. In paragraph four, define conspirators. a. believers b. ones who deliver c. a group that works together d. a diverse group of people 8. What did Gabriel believe he needed to do to know true freedom? a. pray to God b. steal weapons c. be free from slavery d. ask for amnesty 9. In what ways did Gabriel Prosser’s failed rebellion succeed? a. it showed enslaved people wanted freedom b. people saw the slave owners as victims c. many people supported slavery even more d. it awakened a sleeping giant 10. How did the white Ferry owner show sympathy toward Gabriel’s cause? a. he gave Gabriel food b. he let Gabriel sleep c. he tried to help Gabriel escape d. he attempted to fight in the rebellion

©2006 Chike Akua & Tavares Stephens

81 1.

Maynard Jackson (1938 – 2003) Elected as Mayor of Atlanta in 1973, Maynard Jackson was the first black mayor of a major southern city in the United States. During his tenure as mayor and a private citizen committed to civic service, Jackson helped grow Atlanta’s Hartsfield Airport into an international hub. He was also instrumental in promoting business ownership by people of color in the city of Atlanta. He did this through a series of Affirmative Action initiatives that gave African-American business greater access to Atlanta’s economic pipeline. In addition, Jackson was instrumental in business growth in the mid 1990’s that eventually aided Atlanta in becoming host of the 1996 Olympics.

As a child, Jackson exhibited traits that would be an indicator of his future success. He graduated Morehouse College at the age of 18 and then entered law school at Boston University. Soon after, he left law school and entered the business world, working at one time as a salesman. He then decided to complete law school and did so at North Carolina Central University. After passing the bar exam, Jackson worked as legal counsel for the National Labor Relations Board.

It was after running for U.S. Senate during the late 1960’s, Jackson decided to run for mayor of Atlanta. He was thirty five when he was elected and from that point on, he began making contributions of historical proportions. In addition to championing civil rights (through the Affirmative Action Programs and service on the board of the NAACP), he also played an instrumental role in the economic development of metro Atlanta and the state of Georgia. Jackson served on Georgia Department of Economic Development and after leaving office, his private securities firm, Jackson Securities, became influential in economic development in the metro Atlanta area. The company provides financial services for businesses nationwide yet two of their most noted clients are the state of Georgia employees and the Teacher Retirement System of Georgia.

Maynard Jackson was a visionary politician and businessman who helped the city of Atlanta grow from one of the jewels of the southeast to a city that is now an international trendsetter in commerce, arts, and culture.

He committed his talents as tools ensuring to enhance the life of others through facilitating thriving government and economy. His life was a legacy of service and commitment to community.

Reading Revolution

How did Maynard Jackson help blacks gain greater access to Atlanta’s economic pipeline? a. through new business initiatives b. through networking seminars c. through life planning programs d. through Affirmative Action initiatives 2. Why might Jackson have been considered brilliant at a young age? a. he wrote songs at the age of five b. he started his own business at fifteen c. he was a mathematical wizard d. he graduated college at age eighteen 3. In paragraph two, define traits. a. hopefulness b. desires c. desire d. characteristics 4. In paragraph three, define championing a. looking for b. supporting c. seeing as necessary d. needing to prove correct 5. Why was Jackson’s election as mayor significant to the history of U.S. politics? a. he was the first man to govern Atlanta b. he was heir to a vast fortune c. he was the first black to head a major city in the southeastern United States d. he made Atlanta an international city 6. Where did Jackson first practice law? a. Morgan Stanley b. Board of Regents c. National Labor Relations Board d. National Association for Colored People 7. In paragraph four, define visionary a. a light seeker b. a hard worker c. developer of new visions d. a strong willed person 8. At what age did Jackson become mayor of Atlanta? a. twenty-six b. thirty c. thirty-five d. thirty-three 9. What type of business did Jackson run after leaving office as mayor? a. printing b. education c. financial services d. political consulting 10. Why is Jackson’s life viewed as a legacy of service and commitment? a. he was a trendsetter b. he saw new visions c. he helped others d. he donated money ©2006 Chike Akua & Tavares Stephens

82 1.

Emma Chappell (1941-) Philadelphia native Emma Chappell understood her gifts and talents early on in life. While she was still in high school, the pastor of her church noticed that Chappel was highly proficient in mathematics. He felt that she was so proficient that a career in banking would be a wise pursuit. Chappel agreed with him and upon graduation from high school, she started work as a bank clerk. While working as a clerk, she attended night school at Temple University and by 1967 had earned her degree.

Within the next ten years, she elevated up the ranks of Continental Bank and by 1977, she became vice president of the bank – the first in the history of Pennsylvania’s banking industry.

As vice president of Continental Bank, Chappel was able to use her position to empower women and minority-owned businesses. She was in charge of a community development branch that specialized in banking products promoting business ownership for women and minorities and in addition, she headed landmark projects which sparked the rejuvenation of business opportunities in inner city Philadelphia.

Chappel has always maintained a keen sense of the need to balance professional achievement with social responsibility. While elevating in position at Continental Bank, she was board chairperson of Operation PUSH (an organization committed to equal right and justice for all citizens) and she was a founding member of the National Rainbow Coalition (a group that now partners with Operation PUSH for the causes of equal rights and social justice). She also worked as national treasurer for the presidential campaign of Operation PUSH founder, Reverend Jesse Jackson.

In 1992, Chappel, along with a group of investors, opened the Black controlled bank, United Bank of Philadelphia. Since its creation, it has become one of the premier Black banks in the nation and has received rewards for record breaking growth from Mass Mutual and the U.S. Chamber of Commerce. She served as the bank’s Chief Executive Officer (CEO) from 1992 to 2000.

Chappel now works as director for the Rainbow/PUSH Wall Street Project. The project aims at fusing the power and ingenuity of large businesses on Wall Street with the power and ingenuity of up and coming small businesses with the hope of promoting business expansion into all sections of society. Through her work, Chappel continues to blend professional skill and social activism in order to improve the lives of others.

Reading Revolution

Attending college at night while working indicates Chappell’s: a. commitment b. weakness c. bravery d. foolishness 2. Chappell was encouraged to pursue a career in banking by: a. her father b. her pastor c. her mentor d. her mother 3. Harper’s work with Rainbow/ PUSH shows: a. a desire to become famous b. a desire to become rich c. completely self-centered behavior d. the desire to ensure equal rights for all 4. Based on the passage, Chappell could be characterized as: a. fun loving b. out of touch c. silly and awkward d. a financial genius 5. In paragraph one, define proficient. a. bumbling b. skilled c. developmental d. unassuming 6. In paragraph four, define premier. a. secondary b. lowly c. chief d. third tier 7. Chappell is very skilled at: a. coalition building b. fund raising c. divesting d. both a and b 8. At Continental Bank, Chappell showed concern for: a. the bottom line b. impressing her boss c. inner city business d. being president 9. In paragraph five, define ingenuity. a. guts b. intelligence c. fortitude d. power 10. Chappell helped build: a. a new business b. a human rights organization c. a black owned bank d. all of the above

©2006 Chike Akua & Tavares Stephens

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Alonzo Herndon (1858 – 1927) The year was 1865. As a young child and newly freed human being, Alonzo Herndon faced one of two choices. He could either live the rest of his life in poverty and degradation or he could develop and utilize his gifts and talents that he might leave poverty as distant memory. Herndon chose the second option and changed the life of his entire family and influenced the life of an entire nation in the process.

Herndon was the son of slave holder and formerly enslaved woman, Sophenie. After slavery ended, his father sent his mother and the family away from the plantation (located in Social Circle, Georgia). In the years that followed, Herndon would move to different parts of the metro Atlanta area. He finally settled in Atlanta. During his journeying, however, Herndon was busy educating himself and acquiring skills. The skill he acquired was that of barbering. He was so skilled that within months after his first barbering job in Atlanta, he acquired fifty percent ownership in the facility.

Atlanta proved profitable in many ways for Herndon. It was the hub of business in the state and the city’s population allowed him to expand to three shops soon after owning his first. From 1883 to 1905, Herndon earned a fortune. Always a thrifty saver, by 1905, Herndon was positioned to invest in an insurance company on the brink of financial failure. Seventeen years after taking over the business, Atlanta Life had gone from a business near bankruptcy to a thriving entity with services extending into seven southeastern states. During this time, the company’s assets grew 8000 percent from 5,000 dollars to over 400,000 dollars.

Yet Herndon did not see himself as an elite individual removed from the every day struggles of others. He gave donations and support to the local YMCA, three different orphanages, and local churches.

Herndon’s company was also known for helping struggling Black-owned businesses. Atlanta Life would invest in certain failing businesses to help them remain operative and prosperous so that jobs could be provided in the black community. Herndon also worked on a national level with people such as Booker T. Washington and W.E.B. DuBois to find ways of ensuring civil and human rights for African-Americans.

Herndon’s life is a constant reminder that even when dire circumstances may surround a person’s birth, brilliant success can be the story of their life if they choose to focus on success and achievement.

Reading Revolution

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What important historical event occurred in the year of Alonzo Herndon’s birth? a. Watts Riot b. Harper’s Ferry c. End of the Civil War d. Soledad’s Emporium 2. Where was Herndon born? a. Atlanta b. Augusta c. Columbus d. Social Circle 3. In the second paragraph, define acquired. a. to inform b. to donate c. to gain d. dedicate 4. In paragraph three, define thriving a. vital b. helpful c. enormously successful d. absolutely critical 5. In the fourth paragraph, define operative. a. essential b. designated c. on track d. functioning well 6. What was Herndon’s first business? a. cab driver b. doctor c. educator d. barber 7. What was meant by saving that Herndon was thrifty? a. he spent money b. he donated money c. he saved money d. he was virtuous 8. Which fact shows the reader that Herndon understood the struggles of other people? a. he helped failing businesses survive b. he wrote books on self improvement c. he gave all of his money to charity d. he built a homeless shelter 9. Herndon’s insurance business was named: a. Atlanta Provincial b. Atlanta Life c. Mutual Life d. Safe Way 10. Herndon could be described as: a. a novice in business b. the most thrifty man alive c. a wise businessman and giving person d. one who lost his way

©2006 Chike Akua & Tavares Stephens

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Miriam Makeba (1932 -

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She uses her voice to soothe souls. She uses her voice to inspire minds. She uses her voice to awaken a new social awareness and she uses it to sing tributes to the land she calls home. She is Miriam Makeba.

Miriam Makeba was born in Johannessburg, South Africa during the height of apartheid. As a child, she showed an exceptional ability to sing. At thirteen she won her first talent show. Shortly after, in 1952, she toured South Africa with the Manhattan Brothers and by 1959 she was touring the world and won her first Grammy for her work with the renowned artist Harry Belafonte.

Even though Makeba was an award-winning artist who had risen to stardom, her understanding of the injustices in her country and around the world were not blinded by success. Growing up under the government sanctioned system of racism and segregation called apartheid – which was practiced by the South African government – Makeba knew that if her entire people were not free, she was not truly free. Therefore, she used her stardom to promote awareness concerning the injustices in South Africa. In 1960, she appeared in the documentary entitled Come Back Africa. This documentary highly criticized the practice of apartheid and in retaliation, the South African government banished Makeba to exile. It would be thirty years before she was allowed to return to her homeland.

Although banished from home, Makeba continued to write, sing, speak out for, and live for the cause of freedom. During her absence from South African soil, she produced thirty albums, married the black nationalist Stokely Carmichael (also known as Kwame Toure), and she moved to the west African country of Guinea and became one of its representatives to the United Nations. Because of her willingness to use her life as a humanitarian gift, she earned the Hammerskjold Peace Prize and has been the honored guest of diverse world leaders that include Fidel Castro and John F. Kennedy.

In 1990, Miriam Makeba was finally allowed to return to South Africa. Yet, the South Africa she returned to was not the one she left.

When she left, apartheid was at a vicious height. When she returned, apartheid had finally fallen. In a 1994, four years after returning to South Africa, Makeba staged a benefit concert aimed at protecting the rights of South African women. To this day she continues to use her life as gift of service that soothes souls, inspires minds, and calls people to honor the human spirit at all costs, at all times, and in all situations.

Reading Revolution

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Makeba could be described as: a. one true to her convictions b. a coward c. a person who would not face challenges d. both a and c 2. Makeba faced the injustices of: a. sexism b. apartheid c. ageism d. recidivism 3. Makeba used her music to entertain and: a. subdue b. enlighten c. impress d. regress 4. In paragraph one, define tributes a. disdain b. honor c. reveal d. divide 5. In paragraph three, define banished. a. released b. divulged c. relinquished d. expelled 6. By saying that Makeba gave her life as a humanitarian gift, the passage implies that: a. was deserving of honor b. full of self-sacrifice for others c. an intelligent human being d. gracious and honorable 7. Makeba was married to: a. John H. Johnson b. Kwame Toure c. Asa Randolph d. Alonzo Herndon 8. Makeba was banned from her home for: a. fifteen years b. thirty years c. eight months d. twelve years 9. What changed had been made in South African when Makeba returned from exile? a. segregation had begun b. there was civil war c. racism had ended d. apartheid had been demolished 10. Makeba used her fame: a. for self benefit only b. for ill intent c. to run away d. to benefit others

©2006 Chike Akua & Tavares Stephens

85 1.

Peter Westbrook ( 1952 -

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By transforming his mind, international fencing legend, Peter Westbrook transformed his life. As a young man, growing up in Newark, New Jersey, Peter had an intense anger problem. He was a troublesome student who seemed destined for an unfulfilling life. Yet before it was too late, his mother enrolled him in fencing classes in hopes of giving him an outlet for his anger. Her plan worked as Peter became a better student and discovered that he had a natural gift for fencing. His gift for fencing was so profound that it would change the course of his life.

As Peter continued to study fencing, he became one of the best at the sport. When he began fencing professionally, he dominated competition in both America and Europe. He became a six time Olympian (winning the bronze in 1984). He also won thirteen national titles and was a finalist at the World Championships in 1989.

Following retirement, Peter decided to share his knowledge of fencing with others. He started the Peter Westbrook Foundation. His foundation aims at saving children from the ills of gang violence and poor decision making and guiding them towards lives of success. The foundation uses two tools to accomplish this task – fencing and high academic expectations. The young people in the organization are trained in fencing and are required to maintain high academic standards in order to continue as fencing students.

Westbrook is a motivation and inspiration for many. He believes that activities like fencing teach children greater levels of discipline and skill. And his foundation is committed to helping students hone these skills. (This belief can be evidenced by the fact that three of Peter’s top students have become Olympians). Westbrook often lectures at colleges and universities and he’s been recognized by the United States Olympic Committee, the Japanese American Society, and the Women’s Sports Foundation. His life is a portrait of defying difficult odds in his own life and creating favorable odds for the youth he’s mentored through his foundation. He overcame challenges and rose out of the ashes to become a champion. And he now uses his expertise to transform the lives of his students and mold them into world champions. By sharing his gifts, he’s shown others that dreams will come true when one works faithfully at being the best and sharing their best with those they encounter.

Reading Revolution

What type of transformation did Westbrook undergo? a. physical b. mental c. developmental d. spiritual 2. What type of emotional problem did Westbrook deal with as a child? a. greed b. dissension c. anger d. apathy 3. In what sport did Westbrook win receive a bronze medal? a. track and field b. basketball c. swimming d. fencing 4. In paragraph one, define profound. a. relentless b. amazing c. deafening d. demanding 5. In paragraph four, define defying. a. resist b. reconcile c. conciliate d. cogitate 6. How did Westbrook decide to help the youth of his community? a. by forming a track club b. he started a group home c. he create a youth foundation d. by writing novels 7. Which statement indicates Westbrook’s success in terms of training students? a. he has tutored a national champion b. he’s coached three Olympians c. his students win every match d. his students can defeat him in competition 8. Why did Westbrook create his foundation? a. to assist troubled youth b. to have a tax write-off c. to help students be academically successful d. both a and c 9. Westbrook competed in ___ Olympics. a. five b. six c. nine d. eight 10. Westbrook could be best described as: a. traditional b. unconventional c. exceptional d. deliberate

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Katherine Dunham (1909 – 2006) Katherine Dunham expressed the greatness of the human spirit and the power of African culture through the medium of dance. Through her work as an anthropologist, dancer, and choreographer, she changed the world’s view of African culture and showed how art, culture, and life are partners in expressing the sacred nature of a people.

While studying anthropology, she became interested in how dance reflects the culture and spirituality of a people. This was during her time at the University of Chicago. Dunham was so moved by this concept that, in 1935, she embarked on a study of Caribbean dance in Haiti and Jamaica. She was interested in examining the African roots of dance and how these roots link descendants of Africa in a unified stream of culture. After witnessing sacred ritual dances while in the Caribbean, she returned to America with a new vision of expression.

By 1940, Dunham had formed her own dance company. It was called the Katherine Dunham Dance Company. For the next twenty years, she and her students engaged in trailblazing work that profoundly changed the world of dance. Their work introduced African dance to the world and finally exposed it as the true art form that it had always been. Dunham blended the unique expressions of African, Caribbean, African-American, and traditional ballet in ways that inspired and amazed her audiences.

Her technique was named the Dunham technique and she penned books, essays, and stories sharing the cultural significance and beauty of African dance.

In the 1960s, Dunham retired from performing and touring. Yet she never retired from teaching. Upon leaving dance as a worldwide performer, Dunham began work as a professor at the University of Southern Illinois. While at Southern Illinois, she partnered with the Performing Arts Training Center in East Saint Louis, Illinois and developed dance programs aimed at mentoring youth and steering them away from violence and gangs.

Dunham was called the “Matriarch of Black Dance.” And as its mother, she planted cultural and spiritual seeds which grew into cultural and spiritual trees with deep roots. These roots empowered her to help professional dancers, collegiate students, community youth, and the world experience the living art that is African dance. Her visions formed a seamless bridge that enabled the culture and spirit of African dance and people of African descent to continue its passage from generation to generation, continent to continent, and soul to soul.

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Dunham’s vision was that of: a. being a renowned performer b. studying history c. sharing the beauty of African dance d. outshining her contemporaries Dunham was a dancer and: a. writer b. anthropologist c. singer d. both a and b Dunham felt that dance showed how people of African descent were: a. misunderstood b. celebrated c. forgotten d. connected Dunham studied dancers in: a. Australia b. Haiti c. Gambia d. both a and c Why was Dunham called the “Matriarch of Black Dance?” a. she was the first to tell its story b. she help put it on display for the world c. she filmed a movie about it d. she wrote songs about it In paragraph one, define sacred. a. docile b. righteous c. unusual d. divine In paragraph four, define steering. a. subverting b. suffusing c. admonishing d. directing In paragraph five, define enable. a. resisted b. deluded c. assisted d. intrusion Where did Dunham work when she retired? a. St. Louis University b. Southern Illinois c. Eastern Illinois d. Loyola of Chicago Dunham’s work at the Performing Arts Training Center illustrates: a. the desire to cease working b. the desire to mold young people c. a crusade for justice d. acquiescence to failure

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Haile Selassie (1892 – 1975) Haile Selassie was one of the most influential leaders of Africa in the twentieth century. He was emperor of Ethiopia for 44 years (from 1930-74). Yet before becoming emperor, Selassie was extremely active in Ethiopia as an economic and political force. From 1917 to 1933, while serving as regent and heir to the kingdom, he helped Ethiopia remain free from colonial rule, established the first Ethiopian constitution, and abolished slavery. Selassie spearheaded the building of schools and the expansion of social service and health programs. He was also instrumental in Ethiopia’s acceptance into the League of Nations.

Selassie was the 111th king of Ethiopia in a line of kings which descended from King Solomon – from the Old Testament of the Bible.

His name meant “Mighty of the Trinity” and upon becoming emperor, he displayed this might. His leadership enabled Ethiopia to ward off an attempted take over by Italy during World War II. He also was able to maintain autonomy of the country in spite of challenges from nobles who tested his ability to lead and the British – who wanted more say so in Ethiopian affairs after assisting in Ethiopia’s struggles against Italy.

Selassie was also the spiritual and religious leader of Ethiopia. In 1948, he assumed the responsibility of appointing the leader of the Ethiopian Orthodox Church. This move was profound because it ended a sixteen hundred year tradition where leaders of the church held this responsibility.

In the 1950’s and 60’s Ethiopia became a charter member of the United Nations as Selassie grew in stature. In international circles he was highly regarded while at home in Ethiopia, he faced the challenge of keeping a diverse citizenry united. Selassie had as many detractors as he did supporters and maintaining leadership was a constant struggle.

Many nobles, landowners, and other political figures challenged his authority while many others supported his internal initiatives and policies.

From 1953 until 1974 Selassie ruled under these conditions. Finally, in 1974, Selassie detractors grew enough in power to gain control of the government. In September of 1974, he was removed from power and he died a year later in 1975 while under house arrest. Yet even in his death, Selassie’s name lives on. Because of the life he lived, he’s remained a symbol of spiritual, social, and political power for not only Ethiopians but also for people worldwide.

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Salassie was descended from: a. Czar Nicholas b. King Solomon c. King Ferdinand d. Queen Hatshep 2. How long did Selassie serve as regent? a. twelve years c. sixteen years b. eight years d. ten years 3. In paragraph one, define spearheaded. a. convinced b. concocted c. uplifted d. coordinated 4. In paragraph two, define autonomy. a. spiritual b. control c. dilapidated d. wisdom 5. Whom did Selassie prevent from taking over Ethiopia? a. South Africa b. Italy c. India d. Calcutta 6. Selassie led Ethiopia in politics and ____. a. education b. history c. religion d. medicine 7. In paragraph three, define detractors. a. proponents b. distributors c. descriptors d. opponents 8. What sixteen hundred year tradition did Selassie bring to an end? a. the paying of taxes to the government b. paying tributes to Italy c. sending eighteen year olds to war d. having church leaders select the church bishop 9. When did Selassie begin rule of Ethiopia? a. 1938 b. 1930 c. 1934 d. 1932 10. Why was it difficult for Selassie to maintain rule of Ethiopia? a. he had too many supporters b. he showed favoritism towards businesses c. he defied the wishers of the royal court d. his detractors eventually took over

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Randall Robinson (1941 -

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Randall Robinson began TransAfrica in 1977 with the dream of using it as a tool to promote better foreign relations between the United States and Africa and the Caribbean. Twenty-four years later, in 2001, when Robinson left the institute which he founded, many of his dreams had come to pass as Robinson and TransAfrica were instrumental in ending racial segregation and political and economic discrimination and corruption in parts of Africa, promoting democracy in the Caribbean, and raising awareness concerning new and innovative ways America should relate to its African-American citizens socially, politically, and economically.

Robinson has used writing and lecturing as a means of becoming a pivotal force in worldwide politics. In books such as Defending the Spirit, The Debt –What America Owes to Blacks, The Reckoning – What Blacks Owe to Each Other, and Quitting America – The Departure of a Black Man from His Native Land, he outlines important issues such as reparations (payment for services and injuries inflicted) for the descendants of Africans and African-Americans who were enslaved in America, how African-Americans should view and treat one another in a changing world, and the responsibility African-Americans have in becoming leaders who will confront injustice, to name a few.

Robinson’s work with TransAfrica placed him on the international forefront and allowed him to develop relationships with world leaders.

Robinson’s dealings with world leaders enabled him to assist with the ending of apartheid in South Africa and the establishment of democracy in Haiti. His efforts were also critical in the exposure of corrupt leadership in Nigeria when it was run by military dictators, as well as, the unjust treatment of Ethiopian citizens who were abused by the Mengistu regime.

Robinson is a humanitarian in word and deed. He has been able to articulate his truths through his writing and lectures because he has attempted to live these truths out in his every day life. Because of his work, he has presented his ideas on foreign and race relations on nearly every major American news network. And because of his experience in making justice and democracy real, he has been honored by organizations and institutions such as the United Nations, Harvard University, and the Martin Luther King Center for Nonviolent Change. Although no longer president of TransAfrica, he still continues with its vision of creating a fair and just world for people of African descent by writing and lecturing worldwide.

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Based on the passage, Robinson has used his life to: a. abuse others out of malice b. promote freedom and equality c. topple democracy d. use others for profit 2. Based on the passage, which issues would be of concern to Robinson? a. ownership of sports teams b. down sizing in corporations c. the church’s role in society d. how all the above affect descendants of Africans 3. What reasons might Robinson give to justify the payment of reparations for people of African descent living in America? a. slavery forced them to yield free labor b. it would be fair and just c. reparations have been paid to other groups d. all of the above 4. In paragraph three, define unjust. a. reliable b. unreasonable c. unfair d. divisive 5. In paragraph four, define humanitarian. a. diabolical b. unable to face reality c. concerned with the well being of people d. grossly mismanaged 6. Robinson helped South Africa end: a. racism b. classism c. apartheid d. desegregation 7. The goal of TransAfrica is to: a. develop global education programs b. provide medicinal services for citizens c. create better political, social, and economical opportunities d. create a new world government order 8. Robinson could be described as a: a. crusader for justice b. religious zealot c. demagogue d. priest 9. Robinson’s work has led to: a. reparations payment b. democracy’s growth c. violence d. victimization 10. In paragraph four, define descent. a. honor b. lineage c. organization d. credibility

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Barbara Lee (1946 -

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Standing on “principle” can often be a difficult task for those engaged in politics. For there are times when standing on “principle” garners popularity and notoriety while at other times, it gains great criticism. Barbara Lee has sculpted her political career by being a woman who stands on “principle” without regard whether or not her decision is the most popular. She has aimed at making decisions which she truly feels are the best for her country and the citizens of the congressional district she serves.

Elected in 1998 to serve the 9th Congressional District of California, Congresswoman Lee has become a leader in national and international politics. She serves on the House International Relations Committee, the Financial Services Committee, and is chair of the Congressional Black Caucus’ (a delegation of African-American politicians who work to create social and political change) Global HIV/AIDS task force. Through each of the committees and the task force, Congresswoman Lee focuses on policies effecting Africa and the Western Hemisphere, economic development projects in domestic and international spheres, and projects aimed at preventative care, treatment, and cures for HIV/AIDS (which affects many countries world wide ) and diseases such as tuberculosis and malaria (that affect developing nations).

Congresswoman Lee was an outspoken critic of the War on Iraq and presidential policies that give the executive branch broader leeway in launching preemptive attacks (attacks that are initiated without being first attacked) against other nations.

Congresswoman Lee has advocated and helped pass legislation aimed at helping individuals in need. She helped establish the National Housing Trust Fund which is used to create more affordable housing.

She’s also helped establish programs to teach students about home ownership, as well as, after school programs for children living in public assistance housing.

Barbara Lee has used her Congressional seat as a means of service to those who may not have otherwise had a voice and she’s also used it to serve as a voice of conscience to the leaders whose actions shape the destiny of the United States and the world. She has committed to building stronger local, national, and global communities by using public policy as a vehicle to help the people living in them gain access to the resources and services that will aid them in living better, healthier, and more stable lives.

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According to the passage, Lee’s main concern as a Congresswoman is: a. popular opinion b. truth and fairness c. politics d. fiduciary gains 2. Lee’s membership on the Global HIV/AIDS Task force exhibits (choose the best answer): a. a concern for the safety of children b. a concern for healthy mothers c. a desire for adequate health care d. commitment to the eradication of an epidemic 3. Based on the passage, for what reason(s) might Lee be against preemptive attacks? a. they do not solve the cause of problems b. they perpetuate violence c. they render countries desolate and inept d. they are immoral, cause distrust, and may make a nation appear as a political bully 4. In paragraph one, define principle. a. lies and deceit b. truth and honor c. discombobulated d. recompense 5. In paragraph four, define advocated. a. disrupt b. supports c. repatriate d. renews 6. Lee’s work with the National Housing Trust Fund indicates: a. a desire for economic disenfranchisement b. a willingness to help more people own homes c. understanding of America’s class struggle d. new visions for political leadership 7. Lee’s concern for children has been illustrated by her work in establishing: a. home ownership classes for students b. dance programs for youth c. after school programs for youth d. both a and c 8. In what Congressional District does Lee Serve? a. fifth b. ninth c. sixth d. tenth 9. When was Lee elected to Congress? a. 1996 b. 1999 c. 1997 d. 1998 10. Lee’s chief mission is: a. political clout b. public service c. monetary gain d. self indulgence ©2006 Chike Akua & Tavares Stephens

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Hill Harper (1966 -

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There are many individuals who choose to excel in multiple fields in life. In their heart they may feel called to sing, so they sing. They may feel called to teach, so they teach. They make feel called to write, therefore they write. These individuals are gifted in multiple ways, so they choose multiple ways to share their gifts. Hill Harper is one of those individuals. Harper has expressed his gifts through performing arts, academics, and writing. And because of his expressions, he continues to grow into one of the leading artists and social leaders of the twentyfirst century.

Since arriving on the acting scene in 1993, Hill Harper’s body of work has exhibited a versatility that makes him stand out as one of Hollywood’s bright talents. His work includes television and film credits that span from dark comedies to emotional dramas, to coming of age films to teen/horror movies. He has also had the fortune of sharing the stage with actors and directors who have been influential in telling stories that have redefined motion pictures not only for African-Americans but Americans as a whole.

Harper’s first debuted on Fox’s Married with Children in 1993.

Soon after, he played a supporting role in Spike Lee’s Get on the Bus. He appeared in another Lee film opposite professional basketball player Ray Allen and Academy Award winner Denzel Washinton in 1998’s He Got Game. Since then he’s starred in films such as Loving Jezebel, The Visit, and Constellations. Some of Harper’s other film and television credits include, Moma Flora’s Family, Lackawanna Blues, ER, CSI, and The 4400. At this point in his career, Harper has a total of fifty-seven film credits to his name.

His life illustrates an ability to be successful in a diverse array of fields and it did not begin, nor does it seem it will end, as an actor.

Harper is also a scholar and a writer. As a student, he earned a Bachelor’s Degree from Brown University before earning a Master’s in Public Administration and a law degree from Harvard University. He graduated with honors (Cum Laude) from the law school. In 2006, he entered the literary arena publishing the book Letters to a Young Brother. In this book, Harper gives keys that African-American men can use in order to make their dreams become reality. With such a diverse array of talents, Harper is proving not only to be a compelling writer and actor, but also a compelling human being as he shares his gifts with the world.

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Harper began his professional career as: a. a doctor b. a photographer c. a writer d. an actor 2. Harper could be described as: a. arrogant b. gracious c. self absorbing d. multi-talented 3. With whom has Harper worked with on at least two film projects? a. Denzel Washington b. Keanu Reeves c. Alfre Woodard d. Spike Lee 4. In paragraph two, define versatility. a. talented b. adaptable c. intelligent d. courageous 5. In paragraph two, define redefined. a. release c. reduce c. rejoice d. created anew 6. Having appeared in over fifty seven films exhibits Harper’s: a. strength b. demand c. resilience d. honor 7. Earning two graduate degrees may be most likely indicator of Harper’s: a. desire for self learn b. denial of talents c. duty to family d. lack of confidence 8. Harper most likely wrote Letters to Young Brother because of: a. selfishness b. a desire to see others succeed c. it is a great money making idea d. he was instructed to do so 9. In paragraph four, define scholar a. a teacher b. one who leads c. one who studies and excels in learning d. one who gives up 10. Which answer best describes the passage’s main idea? a. leading from afar b. being multi-talented and filled with conceit c. how to excel in different areas d. how to use intelligence, talent, and the desire to serve ©2006 Chike Akua & Tavares Stephens

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The D’Zert Club (1992 - ) Entertainment attorney, Helen Salahuddin founded the D’Zert Club in Philadelphia, Pennsylvania in 1992. With the help of her husband, Ali Salahuddin and DJ Jazzy Jeff (a recording artist and actor), they began by hosting positive entertainment for young people. The D’Zert Club hosted birthday and graduation parties, talent showcases concerts, and cultural celebrations like Kwanzaa (an African cultural harvest celebration) and Juneteenth (a celebration of enslaved Africans receiving their freedom).

The beginning of the idea for taking children to Africa came at the Million Man March on October 16, 1995. Ali Salahuddin listened to Minister Louis Farrakhan who spoke to the historic gathering of almost two million men. Mr. Salahuddin was inspired by Minister Farrakhan’s speech to add a new activity to the D’Zert Club.

He visited Africa for the first time in 1997 and only one year later helped lead the first D’Zert Club trip to Africa. Students who completed the program from 1998-2000 went to Senegal, Gambia, and Ghana (each in west Africa), and Egypt (in northeast Africa). Each of these trips was free of charge to the students.

Since then, the D’Zert Club has been the fastest growing youth organization of its kind. Students must complete the African Genesis Curriculum, first developed by Dr. Edward Robinson and later expanded

by Chike Akua. After fund-raising activities, nine lectures by African scholars and three field trips in the U.S., the students are then able to attend Teen Summit 1000; that is, their free trip to Egypt. The trip would normally cost over $6000. The D’Zert Club has taken over 1500 youth and adults to Africa, and again, free of charge.

When the students go to Egypt, they visit the Cairo Museum, the Pyramids of Giza, the great Temples of Luxur and Abu Simbel, and the Nubian Museum in Aswan. In all they visit six cities in a nine day trip.

Many of the students who have never been outside of their city or flown in a plane get the opportunity to fly, take a train, and ride on a dinner cruise down the Nile River. In addition, they get to travel on the Nile on a small boat that transports people up, down, and across the Nile called a felucca.

Students who complete African Genesis and Teen Summit 1000 show remarkable progress across the board. Their grades and behavior improve dramatically. They become leaders in their schools and community. Many of the D’Zert Club students have earned scholarships to college to continue their academic excellence. Visit www.dzertclub.com for more information.

1. Which of the following did kids do in the D’zert Club when it was first started: a. go to birthday parties b. go to concerts c. go to talent shows d. all of these 2. Juneteenth: a. is the 13th of June b. is a celebration of African freedom c. is an African cultural harvest celebration d. all of these 3. What inspired Ali Salahuddin to take children to Africa through the D’Zert Club? a. Minister Farrakhan’s message b. the Million Man March c. his parents d. a and b only 4. The first D’Zert Club trip to Africa was to what part of Africa? a. northeast b. southeast c. west d. none of these 5. Which country have D’Zert Club students not visited? a. Gambia b. Ghana c. Sierra Leone d. Senegal 6. African Genesis is: a. a movie featuring Ali and Helen Salahuddin b. a curriculum D’Zert Club students must study c. a country in Africa d. a song by DJ Jazzy Jeff 7. Teen Summit 1000 is: a. the free trip to Egypt b. a monthly meeting c. a teen newspaper d. a teen club 8. On the trip to Egypt, students visit: a. the Pyramids b. the Temples c. The Cairo and Nubian Museums d. all of these 9. A felucca is: a. a type of Egyptian bread b. a small boat c. an Egyptian outfit d. all of these 10. Students who have completed African Genesis and Teen Summit 1000, have: a. improved grades and behavior b. earned scholarships to college b. become leaders in their schools and communities d. all of these

Helen and Ali Salahuddin.

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Remembering Rosewood (1923) In the first half of the twentieth century, many hard working African-Americans who were simply attempting to build a life of prosperity were sometimes faced with discrimination and hate of such degrees that they had to literally defend their lives. In January of 1923, the north Florida community of Rosewood became a place where prosperity and peril met head on and the impact of this collision changed the lives of this town’s residents forever.

Rosewood was a town of laborers, domestics, business owners, and mill workers located in western Levy County. It had over 350 residents and housed a school, churches, beautiful homes and shanties.

It also was home of the modern day equivalent of a semi-pro baseball team, the Rosewood Stars.

On New Year’s Day of 1923, a white house wife, Fannie Taylor, of neighboring Sumner accused a black man of raping her (Later on it was found out that she had had an altercation with her lover and was seeking to cover up the altercation from her husband). Residents of Sumner thought the assailant to be an escaped prisoner whom they supposed was hiding out in Rosewood.

After forming an armed posse to find the alleged assailant, white residents of Sumner went door to door in Rosewood searching for the accused. When they could not find the accused, they began killing Rosewood residents (claiming that they were hiding him). From January 2nd until January 7th, the posse went through the town killing people and burning homes. Rosewood residents initially were able to fight off the posse but soon found themselves largely outnumbered and had to evacuate to safety. By the time the rampage ended on January 7th, every home in Rosewood had been torched and burned to the ground. Many of the residents escaped to Gainesville by stowing away on trains or hiding in the swamps until the rampage ended.

By January 29th, Florida’s governor, Governor Hardee called a grand jury investigation of the crimes but after three weeks of testimony, the jury declared that not enough evidence was present to pursue an indictment. Yet years later, former residents came forward to tell their story. Their story eventually led the Florida legislature to convene hearings for the purpose of giving reparations to living Rosewood residents and their descendants. It also provided the story line for 1997 film Rosewood by director John Singleton which told the story of the town’s destruction and the how its remaining residents survived.

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What was Rosewood’s location? a. Georgia b. Oklahoma c. Florida d. Mississippi When did the Rosewood tragedy occur? a. 1919 b. 1923 c. 1929 d. 1925 Why did the Rosewood tragedy occur? a. blacks were being punished for crimes b. in retaliation for a sexual assault c. because of racism and false information c. to begin the work of the Ku Klux Klan In paragraph four, define assailant. a. attacker b. commander c. distributor d. developer In paragraph four, define alleged. a. accused b. determined c. creationist d. intangible Why was Rosewood so significant? a. it was a new city b. it was a self-sufficient black run city c. it was an example of excellence to whites d. Malcolm X was born there How did the burning of Rosewood last? a. eight days b. six days c. nine days d. ten days In paragraph five, define convene. a. liaison b. modify c. come together d. re-evaluate What is the main idea of the passage? a. uncovering historical truth b. how racism leads to destructive behavior c. efforts to maintain a city’s dignity d. viewing history from multiple contexts Which film was based on the road story? a. Six Nights of Fire b. Rosewood c. American Me d. Armageddon

©2006 Chike Akua & Tavares Stephens

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Marva Collins While teaching in inner city Chicago, Marva Collins saw the desperate need for change in the way African-American students were being educated. She felt that change needed to occur in the school’s attitude towards these children. It needed to occur in the students’ attitudes toward the school. And change needed to occur in the students’ attitudes towards education and themselves. Therefore, she decided to create the change she wanted to see by creating her own school – West Side Preparatory School.

Westside Preparatory opened in 1975 on the second floor of Collins’ own home. The children were of various ability groups that ranged from above average to what was considered disabled. By the end of the first term, every student at Westside Preparatory scored at least five grade levels higher on the state of Illinois’ standardized tests. After such landmark improvement, Collins, her students, and their school gained national headlines.

During the Reagan administration, Collins was offered the opportunity to become United States Secretary of Education. Yet Collins declined the position in order to continue developing her vision for Westside Preparatory. The vision has now spread to three other states – with schools now open in Wisconsin, Ohio, and Florida. In addition, Collins has assisted the public school system of Chicago by taking over two of its worst schools (in 1996) and raising the schools rating by over 80 percent within two years.

Because of her work, Collins and her school have been featured on the major American news networks – CBS, NBC, and ABC. They have also been featured in TIME Magazine and a network television movie about the school’s accomplishments was also created. In addition, Collins’ travels worldwide conducting training sessions on the methods used by her preparatory schools. Westside Preparatory also offers training sessions where teachers from all over the world can come to the campus to witness the school and its teaching methods in person. At these sessions, educators talk with Collins and the teachers and administrators at Westside to learn how Westside’s tools and techniques might improve performance at their home school. Thus, one woman’s vision – Marva Collins vision – has become a vision changing the lives of educators and students worldwide.

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Westside Preparatory School was designed to change: a. teacher’s attitude b. student’s attitude and achievement c. parent’s attitude d. all of the above Which fact indicates Collins’ dedication to the West Side vision? a. she mortgaged her home to start the school b. she took out several loans to build it c. the school was locate in her home d. she sought advanced training How long did it take for Collins to effect change in her students? a. two months b. one year c. half a semester d. six weeks In paragraph two, define landmark. a. decisive b. turning point c. menial d. apex In paragraph three, define declined. a. received b. refused c. reduced d. reworded The offer to become Secretary of the Department of Education indicates that: a. people believed in Collins’ work b. Collins had become a national hero c. only a d. both a and b Collins has established schools in: a. six states b. four states c. eight states d. twelve states Before opening the school, Collins worked as a: a. social worker b. administrator c. counselor d. teacher Marva Collins could be called a: a. visionary b. dictator c. genius d. both a and c Marva Collins’ legacy will most likely be: a. securing personal wealth b. going against the system c. helping students achieve at high levels d. none of the above

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Xernona Clayton (1930 -

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Individuals who possess great inner strength, vision, and a sense of purpose often seize the opportunities which life presents to become pioneers and trailblazers. They make changes that are lasting, open doors for others to follow, and leave legacies that impact the world for years to come. As a philanthropist, journalist, and author, Xernona Clayton has achieved the feat of becoming a pioneer and trailblazer.

Clayton is the founder of the Trumpet Awards. The Trumpet Awards are given away annually by Turner Broadcasting in honor of significant African-American achievements. The show’s broadcast reaches audiences in nearly 200 countries worldwide.

Clayton began her career working for Chicago’s Urban League.

While with Urban League, she investigated civil rights related cases.

Soon after, Clayton found her self journeying to Los Angeles and to Atlanta – where her name would become nationally known. After working as an event planner and fundraiser with the Southern Christian Leadership Conference, Clayton began her work in television broadcasting. She was the first African-American woman to host a prime talk show in the South (The Xernona Clayton Show) and then she later hosted Open Up for Turner Broadcasting. By 1988, Clayton was serving as vice-president for urban affairs for Turner Broadcasting. By 1993, she’d created the Trumpet Awards and since then it has grown into a worldwide success.

Xernona Clayton’s drive for success has always been accompanied by a drive to serve to others. During her time with the Urban League, she fought against discrimination. She has served on the board of the Martin Luther King Center for Nonviolent Change. In addition, she has worked to help find treatment and a cure for sickle cell anemia through Sickle Cell Disease of America. Because of this legacy of leadership and service, scholarships have been named in her honor and she has received numerous awards for her work towards ensuring that civil rights and social justice are honored for all. In 1991, she published her autobiography I’ve Been Marching All the Time to detail her journey and provide inspiration to others who are journeying towards their vision of success in life.

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Clayton has devoted her life to: a. self aggrandizement b. serving others c. developing wealth d. educating youth By hosting the The Xernona Clayton Show, Clayton was able to: a. break racial boundaries b. expose new ideas to the world c. become a media pioneer d. all of the above Working with the Urban League exhibited Clayton’s interests in: a. media b. human rights c. fundraising d. programming In paragraph one, define pioneer. a. one who falls behind b. one who leads into new territory c. a wise individual d. a spiritual counselor In paragraph one, define trailblazer. a. an avatar b. a leader c. a path maker d. a healer Clayton can be best described as a: a. dedicated servant b. disciplinarian c. humanitarian d. both a and c Clayton’s career exhibits: a. deceit and envy b. apathy c. concern for others d. great fortune The Trumpet Awards: a. honors excellence in writing b. honors outstanding musicians c. honors the work of composers d. all of these Clayton’s career began in: a. Washington D.C. b. Los Angeles c. Atlanta d. Chicago Clayton most likely worked directly with Dr. Martin Luther King, Jr. while at: a. The Urban League b. Turner Broadcasting c. The NAACP d. The Southern Christian Leadership Conference

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Answer Key Student Answer Sheet

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Answer Key 2. In the Beginning 1. d 2. b 3. b 4. a 5. c 6. d 7. b 8. c 9. False 10. True 3. The Nubian Connection 1. b 2. a 3. b 4. a 5. d 6. c 7. d 8. d 9. a 10. d 4. African Origins of Writing (PartI) 1. d 2. b 3. a 4. b 5. b 6. a 7. d 8. d 9. c 5. African Origins of Writing (Part II) 1. b 2. a 3. d 4. d 5. a 6. d 7. a 8. b 9. b 10. True 6. African Masters of Mathematics (Part I) 1. b 2. a 3. b 4. c 5. a 6. a Reading Revolution

7. d 8. c 9. c 10. a 7. African Masters of Mathematics (Part II) 1. b 2. a 3. b 4. d 5. b 6. c 7. d 8. a 9. True 10. a 8. Hatshepsut 1. c 2. d 3. d 4. a 5. d 6. c 7. c 8. b 9. False 10. True 9. Maxine Waters 1. d 2. b 3. c 4. c 5. b 6. d 7. d 8. c 9. d 10. c 10. Ptahhotep 1. c 2. b 3. d 4. a 5. d 6. d 7. a 8. b 9. c 10. b 11. John H. Johnson 1. b 2. c 3. b 4. b 5. b 6. a 7. d

8. a 9. d 10. a 12. Imhotep 1. b 2. a 3. d 4. c 5. b 6. d 7. b 8. d 9. a 10. a 13. Charles Drew 1. d 2. b 3. a 4. c 5. a 6. c 7. b 8. a 9. d 10. c 14. The Story of Ausar, Auset, and Heru 1. a 2. b 3. c 4. a 5. d 6. b 7. b 8. d 9. a 10. b 15. Alex Haley 1. b 2. d 3. d 4. b 5. b 6. b 7. d 8. c 9. c 10. c 16. The Great Kingdom of Ghana 1. b 2. a 3. c 4. c 5. c 6. d 7. d

8. a 9. a 10. a 17. The Rise of Sundiata (Part I) 1. b 2. a 3. a 4. c 5. d 6. b 7. d 8. a 9. b 10. c 18. The Rise of Sundiata (Part II) 1. c 2. b 3. a 4. d 5. b 6. d 7. a 8. b 9. d 10. d 19. Angela Davis 1. c 2. a 3. c 4. c 5. c 6. b 7. d 8. b 9. d 10. d 20. Mansa Musa 1. a 2. c 3. d 4. b 5. b 6. c 7. c 8. a 9. d 10. d 21. Julie Dash 1. c 2. c 3. b 4. c 5. b 6. d 7. b

8. d 9. c 10. a 22. Sunni Ber Ali (Part I) 1. b 2. b 3. d 4. b 5. c 6. a 7. c 8. b 9. d 10. c 23. Sunni Ber Ali (Part II) 1. b 2. c 3. a 4. d 5. a 6. b 7. d 8. b 9. d 10. b 24. Cathy Hughes 1. a 2. d 3. b 4. d 5. c 6. b 7. a 8. b 9. a 10. c 25. Ahmed Baba and the University of Sankore 1. c 2. d 3. d 4. a 5. b 6. a 7. b 8. d 9. a 10. d 26. Booker T. Washington (Part I) 1. c 2. b 3. a 4. d ©2006 Chike Akua & Tavares Stephens

99 5. d 6. d 7. c 8. d 9. True 10. True 27. Booker T. Washington (Part II) 1. b 2. c 3. b 4. d 5. b 6. d 7. a 8. a 9. d 10. b 11. True 28. George Washingtion Carver 1. b 2. a 3. b 4. a 5. b 6. c 7. b 8. a 9. c 10. d 29. Kay Williams 1. d 2. d 3. c 4. a 5. d 6. b 7. c 8. c 30. Kweisi Mfume 1. a 2. c 3. a 4. c 5. b 6. a 7. d 8. d 9. b 10. d 31. Garrett Morgan 1. c 2. b 3. a 4. d 5. b Reading Revolution

32.

33.

34.

35.

36.

6. d 7. a 8. c 9. c 10. b Dr. Mae C. Jemison 1. a 2. b 3. b 4. d 5. d 6. c 7. a 8. a 9. d 10. d Lewis Latimer 1. d 2. c 3. b 4. b 5. b 6. a 7. b 8. c 9. True 10. True Sojourner Truth 1. b 2. c 3. a 4. b 5. a 6. d 7. d 8. c 9. a 10. b Denmark Vesey 1. b 2. d 3. d 4. a 5. c 6. d 7. b 8. d 9. d 10. a 11. b Ida B. Wells 1. c 2. b 3. d 4. a 5. c 6. c

7. d 8. a 9. b 10. a 37. The Berlin Conference (Part I) 1. c 2. a 3. a 4. d 5. b 6. c 7. a 8. b 9. a 10. False 38. The Berlin Conference (Part II) 1. d 2. b 3. a 4. c 5. b 6. d 7. c 8. a 9. d 10. False 39. Nelson Mandela (Part I) 1. b 2. c 3. d 4. a 5. b 6. a 7. b 8. c 9. c 10. d 40. Nelson Mandela (Part II) 1. d 2. a 3. d 4. b 5. c 6. d 7. c 8. c 9. False 10. a 41. Winnie Mandela 1. b 2. a 3. c 4. b

42.

43.

44.

45.

46.

5. a 6. a 7. c 8. False 9. d 10. a Stephen Biko 1. b 2. c 3. c 4. d 5. d 6. a 7. d 8. c 9. b 10. a Ronald Dellums 1. b 2. c 3. a 4. d 5. a 6. a 7. d 8. b 9. b 10. d Vernon Johns 1. b 2. a 3. c 4. c 5. a 6. d 7. d 8. a Hosea Williams 1. b 2. b 3. c 4. c 5. d 6. c 7. c 8. b 9. d 10. c Claudette Colvin 1. a 2. c 3. a 4. c 5. d 6. b 7. c 8. d

47.

48.

49.

50.

51.

9. False 10. True Bloody Sunday 1. b 2. d 3. b 4. d 5. b 6. a 7. c 8. a 9. b 10. True Fannie Lou Hamer 1. d 2. a 3. c 4. b 5. c 6. b 7. a 8. c 9. d 10. a Ralph Abernathy 1. a 2. d 3. b 4. b 5. a 6. a 7. b 8. a 9. d 10. a Coretta Scott King 1. d 2. b 3. c 4. c 5. a 6. c 7. a 8. d 9. b 10. c Fred Shuttlesworth 1. d 2. a 3. d 4. c 5. b 6. a 7. d 8. d 9. c 10. c

©2006 Chike Akua & Tavares Stephens

100 52. Marian Wright Edelman 1. d 2. c 3. a 4. a 5. a 6. c 7. b 8. b 9. b 10. d 53. The Black Panther Party for Self Defense (I) 1. b 2. c 3. a 4. d 5. d 6. a 7. a 8. a 9. True 10. False 54. The Black Panther Party for Self Defense (II) 1. d 2. a 3. b 4. b 5. d 6. c 7. a 8. a 9. False 10. True 55. Carol Mosely Braun 1. d 2. c 3. b 4. d 5. d 6. c 7. d 8. d 9. b 10. c 56. Johnnie Cochran 1. b 2. d 3. c 4. c 5. b 6. a Reading Revolution

7. c 8. a 9. c 10. d 57. John Henrik Clarke (Part I) 1. b 2. c 3. a 4. a 5. d 6. b 7. c 8. a 9. b 10. d 58. John Henrik Clarke (Part II) 1. d 2. b 3. b 4. c 5. a 6. True 7. False 8. True 9. False 10. True 59. Hannibal 1. c 2. c 3. d 4. d 5. b 6. c 7. b 8. a 9. d 10. d 60. King Shaka Zulu 1. d 2. b 3. b 4. d 5. c 6. a 7. b 8. d 9. d 10. c 61. James Forten 1. a 2. d 3. d 4. b 5. d 6. c

7. d 8. c 9. d 10. d 62. John Baptiste Point Du Sable 1. c 2. d 3. d 4. c 5. d 6. a 7. d 8. c 9. d 10. d 63. Olaudah Equiano 1. c 2. d 3. c 4. d 5. a 6. d 7. b 8. b 9. b 10. a 64. Kwame Toure 1. b 2. c 3. a 4. d 5. c 6. b 7. b 8. b 9. c 10. c 65. Oprah Winfrey 1. d 2. d 3. c 4. d 5. c 6. c 7. c 8. d 9. c 10. b 66. Mary Church Terrell 1. b 2. d 3. d 4. c 5. c 6. b

7. d 8. b 9. c 10. b 67. James Weldon Johnson 1. d 2. b 3. b 4. c 5. d 6. b 7. b 8. c 9. b 10. c 68. Gwendolyn Brooks 1. c 2. b 3. a 4. c 5. a 6. b 7. d 8. b 9. c 10. b 69. Asa Phillip Randolph 1. c 2. b 3. b 4. b 5. a 6. d 7. a 8. b 9. b 10. b 70. Walter White (Part I) 1. d 2. d 3. d 4. c 5. d 6. d 7. b 8. d 9. c 10. c 71. Walter White (Part II) 1. b 2. c 3. d 4. d

72.

73.

74.

75.

76.

5. c 6. b 7. d 8. d 9. a 10. d Angela Bassett 1. d 2. c 3. b 4. a 5. a 6. b 7. a 8. b 9. d 10. c Nat Turner (Part I) 1. b 2. d 3. c 4. b 5. c 6. b 7. a 8. d 9. d 10. b Nat Turner (Part II) 1. a 2. d 3. a 4. c 5. d 6. b 7. b 8. d 9. a 10. c Dr. Barbara King 1. c 2. a 3. b 4. b 5. a 6. d 7. c 8. c 9. d 10. b Saul Williams 1. c 2. c 3. b 4. b 5. c 6. d

©2006 Chike Akua & Tavares Stephens

101 7. c 8. c 9. b 10. c 77. Cicely Tyson 1. c 2. b 3. b 4. b 5. b 6. b 7. b 8. b 9. d 10. b 78. Benjamin Bannaker 1. d 2. d 3. d 4. c 5. c 6. d 7. b 8. d 9. d 10. d 79. Chief Justice Leah Ward Sears 1. d 2. c 3. d 4. d 5. b 6. d 7. a 8. b 9. d 10. b 80. Gabriel Prosser 1. c 2. c 3. c 4. b 5. c 6. c 7. c 8. c 9. a 10. c 81. Maynard Jackson 1. d 2. d 3. d 4. b 5. c 6. c Reading Revolution

82.

83.

84.

85.

86.

7. c 8. c 9. c 10. c Emma Chappell 1. a 2. b 3. d 4. d 5. b 6. c 7. d 8. c 9. b 10. d Alonzo Herndon 1. c 2. d 3. c 4. a 5. d 6. d 7. c 8. a 9. b 10. c Miriam Makeba 1. a 2. b 3. b 4. b 5. d 6. b 7. b 8. b 9. d 10. d Peter Westbrook 1. b 2. c 3. d 4. b 5. a 6. c 7. b 8. d 9. b 10. c Katherine Dunham 1. c 2. d 3. d 4. b 5. b 6. d 7. d 8. c

9. b 10. b 87. Haile Selassie 1. b 2. c 3. d 4. b 5. b 6. c 7. d 8. d 9. b 10. d 88. Randall Robinson 1. b 2. d 3. d 4. c 5. c 6. c 7. c 8. a 9. b 10. b 89. Barbara Lee 1. b 2. d 3. d 4. b 5. b 6. b 7. d 8. b 9. d 10. b 90. Hill Harper 1. d 2. d 3. d 4. b 5. d 6. b 7. a 8. b 9. c 10. d 91. The D’Zert Club 1. d 2. b 3. a 4. c 5. c 6. b 7. a 8. d 9. b 10. d

93. The Rosewood Story 1. c 2. b 3. c 4. a 5. a 6. b 7. b 8. a 9. b 10. b 94. Marva Collins 1. d 2. c 3. b 4. b 5. b 6. d 7. b 8. d 9. d 10. c 95. Xernona Clayton 1. b 2. d 3. b 4. b 5. c 6. d 7. c 8. d 9. d 10. d

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Reading Revolution

©2006 Chike Akua & Tavares Stephens

103

Name ___________________________________________________________ Date ____________________________________ Period _________________ 2. In the Beginning 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 3. The Nubian Connection 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 4. African Origins of Writing (PartI) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 5. African Origins of Writing (Part II) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________

Reading Revolution

6. African Masters of Mathematics (Part I) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 7. African Masters of Mathematics (Part II) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 8. Hatshepsut 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 9. Maxine Waters 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 10. Ptahhotep 1. ________ 2. ________ 3. ________

4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 11. John H. Johnson 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 12. Imhotep 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 13. Charles Drew 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 14. The Story of Ausar, Auset, and Heru 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________

9. ________ 10. ________ 15. Alex Haley 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 16. The Great Kingdom of Ghana 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 17. The Rise of Sundiata (Part I) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 18. The Rise of Sundiata (Part II) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________

19. Angela Davis 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 20. Mansa Musa 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 21. Julie Dash 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 22. Sunni Ber Ali (Part I) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 23. Sunni Ber Ali (Part II) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________

©2006 Chike Akua & Tavares Stephens

104 24. Cathy Hughes 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 25. Ahmed Baba and the University of Sankore 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 26. Booker T. Washington (Part I) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 27. Booker T. Washington (Part II) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 11. ________ 28. George Washingtion Carver 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ Reading Revolution

29.

30.

31.

32.

33.

7. ________ 8. ________ 9. ________ 10. ________ Kay Williams 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ Kweisi Mfume 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ Garrett Morgan 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ Dr. Mae C. Jemison 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ Lewis Latimer 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________

34. Sojourner Truth 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 35. Denmark Vesey 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 11. ________ 36. Ida B. Wells 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 37. The Berlin Conference (Part I) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 38. The Berlin Conference (Part II) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________

10. ________ 39. Nelson Mandela (Part I) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 40. Nelson Mandela (Part II) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 41. Winnie Mandela 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 42. Stephen Biko 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 43. Ronald Dellums 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________

10. ________ 44. Vernon Johns 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 45. Hosea Williams 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 46. Claudette Colvin 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 47. Bloody Sunday 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 48. Fannie Lou Hamer 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 49. Ralph Abernathy 1. ________ 2. ________

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Name ___________________________________________________________ Date ____________________________________ Period _________________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 50. Coretta Scott King 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 51. Fred Shuttlesworth 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 52. Marian Wright Edelman 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 53. The Black Panther Party for Self Defense (I) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ Reading Revolution

6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 54. The Black Panther Party for Self Defense (II) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 55. Carol Mosely Braun 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 56. Johnnie Cochran 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 57. John Henrik Clarke (Part I) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________

8. ________ 9. ________ 10. ________ 58. John Henrik Clarke (Part II) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 59. Hannibal 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 60. King Shaka Zulu 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 61. James Forten 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________

62. John Baptiste Point Du Sable 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 63. Olaudah Equiano 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 64. Kwame Toure 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 65. Oprah Winfrey 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 66. Mary Church Terrell 1. ________ 2. ________ 3. ________

4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 67. James Weldon Johnson 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 68. Gwendolyn Brooks 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 69. Asa Phillip Randolph 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 70. Walter White (Part I) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________

©2006 Chike Akua & Tavares Stephens

106 71. Walter White (Part II) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 72. Angela Bassett 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 73. Nat Turner (Part I) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 74. Nat Turner (Part II) 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 75. Dr. Barbara King 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ Reading Revolution

76. Saul Williams 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 77. Cicely Tyson 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 78. Benjamin Bannaker 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 79. Chief Justice Leah Ward Sears 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 80. Gabriel Prosser 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________

81. Maynard Jackson 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 82. Emma Chappell 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 83. Alonzo Herndon 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 84. Miriam Makeba 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 85. Peter Westbrook 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________

86. Katherine Dunham 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 87. Haile Selassie 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 88. Randall Robinson 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 89. Barbara Lee 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 90. Hill Harper 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________

91. The D’Zert Club 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 93. The Rosewood Story 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 94. Marva Collins 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 95. Xernona Clayton 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________

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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

Reading Revolution

©2006 Chike Akua & Tavares Stephens

108 MAIL ORDER / INVOICE

Imani Enterprises 2840 Stone Bridge Trail Conyers, Georgia 30094-5652 Telephone 770-309-6664 Fax 678-413-1230

Date _______________

Name (Ship To) ____________________________________________ Address __________________________________________________ _________________________________________________________ Phone ____________ Fax ___________________________________ Qty Price

Item

Amount

$20

A Treasure Within: Stories of Remembrance & Rediscovery (hardbound)

$15

A Treasure Within: Stories of Remembrance & Rediscovery (softbound)

$15

A Treasure Within: Parent/Teacher Resource Guide

$18

A Kwanzaa Awakening: Lessons for the Community

$10

The African Origins of Our Faith (book)

$35

From History to Destiny: Paradigm for Black Businuss Prosperity (DVD + Bonus CD)

$35

The African Origins of Writing and Mathematics (DVD + Bonus CD)

$35

Words of Power: Ancient Insights & Modern Messages for Parents & Teachers

Ask about bulk rate discounts for schools!

$159 Educators’ Power Pak! $20

Reading Revolution: Volume 1–Reconnecting the Roots

$399 Revolution Classroom Pak! (30 books) $999 Revolution School Pak! (100 books)

* Please make check or money order payable to: Imani Enterprises * Allow 2-4 weeks for delivery * Add SHIPPING CHARGES of $4 for the first item and $2 for each additional item

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www.ImaniEnterprises.org Reading Revolution

©2006 Chike Akua & Tavares Stephens

Reading Revolution Vol. 1

Raise comprehension and consciousness at the same time!

Chike Akua and Tavares Stephens have created a resource that will set the standard for increasing student achievement and reaching today’s youth. For schools and school systems that are serious about closing the achievement gap, Reading Revolution is a book our children must have.

Ernest Johnson, Ph.D. North Carolina Center for the Advancement of Teaching

At a time when teachers across the nation are struggling to find that delicate balance between curricular standards and meaningful content that students will readily identify with, Mr. Akua and Mr. Stephens have definitely hit the mark with Reading Revolution.

Vonzia Phillips, Ph.D. Director of Premier Middle Schools DeKalb County Schools, Georgia

Chike Akua and Tavares Stephens have crafted a masterful publication which makes reading, vocabulary building and comprehension memorable learning experiences. It is my sincere desire that Reading Revolution ignites a knowledge explosion in the minds of youth who will become inspired by the life lessons they discover within the pages of this book. It is a powerful weapon in the war against ignorance and illiteracy. While it is clear that “The revolution will not be televised,” I am certain that a revolution will begin in the minds that read Reading Revolution.

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www.ImaniEnterprises.org ISBN 0-9704644-4-4

Tavares Stephens

Two award-winning teachers combine forces to create the ultimate reading resource! With over 20 years of outstanding teaching experience between the two of them, Chike Akua and Tavares Stephens have been on the cutting-edge of educational excellence, working with students and training teachers.

Chike Akua was selected as Teacher of the Year and one of Ebony magazine’s “50 Leaders of Tomorrow.” Akua is the author of A Treasure Within: Stories of Remembrance and Rediscovery, A Kwanzaa Awakening: Lessons for the Children, and WORDS OF POWER: Ancient Insights and Modern Messages for Parents, Teachers, and Students.

Tavares Stephens is a Teacher of the Year in Clayton County, Georgia and was nominated as the Disney Teacher of the Year. Stephens, the author of Soulfood Café, a penetrating and insightful book of poetry, is known for his riveting spoken word presentations to students and teachers. He is completing a comprehensive workbook and mentoring program to reach our youth and help them succeed. Both educators travel nationally and internationally sharing their techniques for bringing out the best in today’s

Chike Akua

Anthony T. Browder Author, Nile Valley Contributions to Civilization

Chike Akua and Tavares Stephens combine excellent teaching skills, deep knowledge of African history and culture, and, as master teachers, a real grasp of students’ interests and thinking. Reading Revolution is an outstanding product of this mixture, and hence a rare value for schools.

Asa G. Hilliard III — Nana Baffour Amankwatia II, Ed.D. Fuller E. Calloway Professor of Urban Education Georgia State University