Class activities to discover historical and cultural knowledge of Africa or student's ancestral
RITES OF PASSAGE K PROGRAM FOR INCENTIVE SCHOOLS LITTLE ROCK SCHOOL DISTRICT 1991-921 RITES OF PASSAGE PROGRAM Introduction The Rites of Passage Program has been designed for all students in the Little Rock School District's Incentive Schools. This program, coupled with the skills in the Family Life Education Program and the District's i social studies curricululm, clearly addresses the emotional, physical, and social developmental changes in young students. The preparation of these young students for their role as active and participating citizens in our global society, with emphasis on the whole child, is the primary goal of this program. 11 The 21st century is quickly approaching. Students must have the appropriate knowledge and skills in order to adequately function as contri- II buting citizens. This knowledge extends to information about their cultural and historical backgrounds to acquiring skills of displaying behavior that articulates a positive concept of self and their responsibilM ity to self and society. It is through programs such as a Rites of Passage that educators can HI assist parents and guardians in educating and developing the whole child. n n I I I I I 2I RITES OF PASSAGE PROGRAM GOAL To develop active and participating citizens through a Rites of Passage Program OBOECTIVES Display historical and cultural knowledge of ancestoral homeland/heritage of students Articulate a positive concept of self fl Recognize duty of responsibility to self, family, school, and community Implement a Rites of Passage Awards Program fl TIME FRAME fl Infusion through curriculum and one day per week, November through June fl fl fl fl fl fl 3fl RITES OF PASSAGE PROGRAM fl OBJECTIVE 1: Display historical and cultural knowledge of ancestoral homeland/heritage of students fl GRADE ACTIVITIES - All activities apply to Africa or students' ancestoral homeland. fl Students will: fl K-6 K-6 fl use a map to identify and locate ancestoral homeland. listen to stories from teachers and family about ancestoral homeland (Attachment //I) K-6 fl illustrate family cultural events (K-3)
discuss family cultural events (4-5) describe and K-6 K-1 listen to African Folktales audiotape and discuss (Childrens' Press) use an outline map to illustrate examples of life in ancestoral homeland (Attachment Z^2) fl K-1 make an African drum (Attachment //3) 1-3 1-3 discuss family roles in African society compare and contrast the role of African families with the role of African-American families today 2-3 decorate an ancestoral coat of arms (Attachment //4) 2-3 create African masks and discuss their use in African culture (Attachment 5) 4-6 construct a family tree 4 use a map of Africa to identify various countries in ancestoral homeland (Attachment #2) __ 4 5 journey on an imaginative African safari (Attachment //6) discuss historical figures of Early Africa and recognize their contributions (Attachment //I) 5 compare contributions of Early African figures with historical contributions of African Americans past and present 4RITES OF PASSAGE PROGRAM OBOECTIVE 1 (cont.): GRADE ACTIVITIES 6 6 6 Students will: write reviews about one book about Africa and one book about African American history select African American periodicals (magazines or newspapers) to be read each month and give oral reports of them present a pictorial one-act play entitled "Places and Sounds of Africa" at end of year (Attachment //7) 5RITES OF PASSAGE PROGRAM OBJECTIVE 2: Articulate a positive concept of self I GRADE ACTIVITIES Students will: K-6 create a collage to illustrate their characteristics and personality that would make them a good friend to cl assmates K-1 K-1 K-1 draw a picture of themselves and their families and share with the class why they are an important member of their family share with the class a fun activity or event that they have experienced draw a picture of themselves being happy at school and at home 2-3 write five (5) things that make them feel good about themselves 2-3 4 create a Pride Booklet or Poster to illustrate background and anything they feel proud about make a list of adjectives to describe themselves 4 keep a make a list of things they would like to do better
diary of their progress with strategies used for improvement 5 choose from a list of African or African American role models one person and a career that they would like to pursue and discuss with teacher, mentor, and class 5 create a poster or flyer to describe themselves now and in the future 6 keep a journal of achievements, activities, personal goals, thoughts, and feelings throughout the year (mentor assigned to the student should review the journal weekly and discuss with student) 6 I read and discuss books about African values and philosophies 6 prepare a project to symbolize the completion of their Rites of Passage experience c 6 JRITES OF PASSAGE PROGRAM OBJECTIVE 3: Recognize duty of responsibility to self, family, school, and community GRADE ACTIVITIES Students will: K-6 prepare a list of behaviors which show respect for self and others K-6 brainstorm a list of student responsibilities to self, their family, school, and community K-2 choose a chore(s) that they can regularly perform at home K-2 keep a calendar of the chores they complete at home 4-6 make a list of things to do to improve school grades invite speakers representing different service agencies to class talk with parents, teachers, spiritual leaders about some service they can perform pledge to perform volunteer service in the school or community keep records in their journals of their volunteer service experiences 6 6 6 6 e 7 zRITES OF PASSAGE CEREMONY OBJECTIVE 4
GRADE Implement a Rites of Passage Awards Program ACTIVITIES K-5 6 The student will: participate in an awards program and receive recognition for successfully completing activities for identified grade 1evels participate in Rites of Passage Awards Program, which consists of the following: (1) (2) (3) send invitations to parents, relatives, friends, district officials fifth grade students will serve as ushers and hosts design and print a program (4) decorate room with African-African American theme (5) display students' work relating to theme (6) students will dress in attire representing how they feel about themselves
attire should be acceptable to local school and LRSD dress codes (7) mentor, teacher, or counselor should escort student into room where guests are assembled (8) soft music should be played when students enter the room (9) students present one-act play, "Places and Sounds of Africa" (Attachment //7) (10) principal gives a motivational speech offering praise to students (11) principal awards certificates to students acknowledging their completion of the LRSD's Rites of Passage program (12) a reception follows 8ATTACHMENT 1A Early Africa General Gebal-Tarik Conqueror of southern Spam lO.OOOBX. ElKMPtO TimbwCtoo Oldwvsi I GorQ* < ij&o.oooee D <0 Z imMbw* Historical Figures of the African Past Pupils should know the role played by the foUowing historical personages: Osiris Isis Horus Kushites divinated by Egyptians Nefertiti Egyptian queen Imhotep First father of medicine Egyptian Pharaoh Khafre Sphinx built in his image Pharaoh Cheops Pyramid at Giza buUt under his orders Thothmes III Kushite pharaoh of Egypt, military conqueror Amenhotep III Pharaoh, patron of arts Pharaoh Akhenaton (or Ikhnaton) psalms and mentor of monotheism Cleopatra Egyptian queen author of Sheba Also known as who visited Solomon Mekada, a biblical queen Menelik I King of ancient Ethiopia, son of Sheba and Solomon Piankhi, The Great Kushite conqueror of Egypt Hannibal of Carthage Military genius (247-183 B.C.) Pope Melchiades Roman Pope (A.D. 311-314) (711) after whom named Prince Tin-Yeroutan the Rock of Gibraltar is Ghana ruler (961-971) Tenkamenin King of Ghana (1062 67) Yusuf Upper Senegal King, military leader, defeated King of Spain in 1086, saved Moorish civilization in Spain Sundiata Keita Ruler of Mali (1230-55) Mansa Musa Ruler of Mali (1307 or 1312-37) Sunni Ali Ber Ruler of Songhay (1464-92) Askia Muhammed, or Askia The Great Ruler of Songhay (1493-1528) Afionso I King of Congo Empire (1506-45) Shaka-Zulu King (1773-1828) - military leader, developer of strategy still in use early AFRICAN HISTORY When assessing the cultures of early Africa, many historians have sought convenient means to discredit by various techniques the black people Chained to the confinement of slave-trade justifications and colonial ideologies and fostering such words as primitive, savage, heathen, ~in human, th. ese writ_e_r_s _w_ere 6 child like, and limited from the begin-and tolcd, too often, to give the black African just ning Pp raise for hisd aectrcaocmt pfrloismhm reanthtse.r than add to what was - , As a result, where Africa exhibited were taken immediately to On the contrary, the trend was to already known. j - siens of greatness, steps stress that the responsible people were not Ne^oes, rarely Negroid, but Semites, Hindus, Muslims, or some instead Hamites, Arabs, dark whites, other name which avoided the apparent qualities of black skin and woolly On other occasiow positive facts from the - purposely overlooked, and ancient menu - J--1 "s tall tales hair. raanu-can past were p . scripts which told of such were dismissed or simple glorifications. In short, the few observers break from the acceptable approach and report the facts without colorations were forced to overprove their convictions or to mention them vagu y who attempted to Suc^h^ been the fate of reports African expeditions to the Americas. While this infor-mation has escaped the attention and interest of many, 9 ATTACHMENT 1B Africans may view it with more concern. They are not so prone to overlook facts that have been treated as nonsense by others, and in this respect, it is their point of view which really matters.- Consequently, the possibility of early African excursions to the Americas must be approached from this perspective. TRANSATLANTIC VOYAGES That Africans voyaged across the Atlantic before the era of Christopher Columbus is no recent belief. Scholars have long speculated that a great seafaring nation which sent its ships to the Americas once existed on Africas West Coast." Details still remain scant, but those available leave little doubt that such a venture took place. This can be attributed to the fact that more information about African history has been published and that modem archeologists and anthropologists have deepened our awareness of the variQUS peoples and cultures of pre-Columbian America. We can now positively state that the Mandingoes of the Mali and Songhay Empires, and possibly other Africans, crossed the Atlantic to carry on trade with the Western Hemisphere Indians and further succeeded in establishing colonies throughout the Americas. During the 13th century, Mali, the earliest of these two great empires, building on the ruins of Ancient Ghana, arose to become one of the leading nations in the world.* Its importance to the Middle Ages should not be underestimated. Under its authority. West African civilization flourished with learning and trade. Timbuktu, a commercial center, became the most popular university city on the face of the globe, entertaining noted scholars close to 200,000 well-equipped men to do battle. His royal court, literally, overflowed with pupils, readers, and poets," Ibn Battuta, a Moorish traveler who visited Mali during the 14th century, commented on the complete security of the country and the surpassing beauty of its women. Though he had spent most of his life visiting the most advanced civilizations of that time, he added that he knew of no other nation more civilized 12 except, perhaps, his own Morocco.' MALI EMPIRE Mali started on its road to world importance during the reign of Sakura (1285-1300), the usurper, who vastly extended his domain to include much of Mauritania and established diplomatic relations with Moroc- co. From this new contact, advanced maritime tech- niques and the concept of the earths rotundity filtered into the fast-growing empire. This was made possible through the geographies and astronomical theories of such Arab writers as Abu Zaid, Masudi, Idrisi, Istakhri. Abulfeda, and those from the court of Harun-al-Rashid with whom the Moroccans were thoroughly familiar. Both Idrisi and Abulfeda stressed the rotundity of the earth, and the latter even spoke of voyages around the world. It was not until several years later, however, that a little known and seldom mentioned ruler elected to make use of this empire-stirring information. monarch, Abubakari II (1305-07),' This daring did not believe that it was impossible to conquer the limits of the neighboring ocean. Employing Arab navigators who had a from all parts who went there to compare ther manuscripts, Books on all subjects were written in both Mandingo and Arabic, Djenne, Malis second most important metropolis, could boast of having 4,200 0 knowledge of longitudes and latitudes, the compass, quadrant, and sextant,' he equipped 400 ships with men, food, water, and gold, in sufficient quantity for an 10 extended duration, and sent them sailing across the teachers at the close of the 12th century.' This was an empire of black people and was remarkable in that it demonstrated the Negros large capacity for government and commerce. Reaching into the Atlantic Ocean from the Senegal and Gambia tributaries, it covered an area about the size of Western Europe, from Portugal to Germany, and dwarfed its contemporary, the Holy Roman Empire.* There were well kept roads, resthouses, and a postal system." Superb agricultural techniques, such as crop rotation, irrigation, and soil conservation, were employed, and numerous Atlantic. His captains were informed not to return vegetable varieties were produced.' in The people wore fine original clothing as well as imported Egyptian fabrics, and soldiers adorned themselves with golden armor and weapons. The emperor was capable of mobilizing until they had discovered land, or had exhausted their supplies. After a long absence, a sole ship returned, and its captain informed Mansa Abubakari that the other ships had been caught in a violent current, like a river in the middle of the ocean, and had been carried away by it. Irritated by his captains failure to follow the others, the king equipped a fleet of 2,000 more ships in the same manner of the first expedition and decided to lead them personally across the perilous sea. He was so certain of his return that he temporarily conferred power in the hands of his brother, Musa, until he might come back to reclaim it." Thus, the people of Mali opened the way for West African trade relations with the American Indians. 10 iiMII ATTACHMENT 1C aa Mansa Kankan (Gonga) Musa, who reported these exploits of his adventurous brother, eventually became absolute master of the Empire (130737). Nothing is known of his interest in conquering the Atlantic, but during his reign, Mali reached the apogee of its power. Aside from making new territorial conquests, Musa did much to develop commerce and education. The wealth of Mali soon became known as far away as Egypt, and Sankore University at Timbuktu attracted the most learned professors in the world of that time. Long after Kankan Musas death, maps of Europe carried his name SONGHAY EMPIRE In the 15th century, another powerful people emerged to challenge Mali supremacy. These were the Songhay who had for over 200 years been Mandingo vassals. They eventually overthrew their Mali masters and, .under the leadership of Sonni Ali (146492), started an empire which was to claim authority over the entire West African 'bulge. The borders of the empire stretched to a size approximately that of continental United States.'10 This was not a new empire, for a great and attributed the whole of West Africa to his domain.le GHANA 300-I050 deal of the old Mali structure remained intact. At the onset, only the ruling lineage was changed. Askia Mohammed Toure (1493-1529) gained control of Songhay after the death of Sonni Ali and devoted his energies to strengthening the empire. He recruited a professional army of prisoners and slaves which allowed the rest of his population to develop commerce, fanning, and other industries. Learning was encouraged through contacts made with doctors, scientists, mathematicians, and scholars throughout the Muslim world. Schools were established everywhere, and the intellectual level of the empire was raised enormously. The practice of medicine advanced to the point where doctors were performing some operations, such as the removal of cataracts, which were not known in Europe for another i Wolata Senegal River Air A SWi' ^Lake Chad Wausa Forest Line Bure Gold Mines WALI 1357 Tegoro Rio de Oro nghazi Lake Chad Bongo Forest Line SONGHAY 1529 ___ Timbuktu and Djenne retained the academic vigor which they had inherited from Mali, but 250 years.-'!0 their supremacy in education and commerce was contested by such other fast-growing metropolises as Gao, Walata, Mopti, Bourem, Goundam, Sansanding, and Bandiagara. Despite this intellectual challenge, Timbuktu still remained the academic hub of all Africa, and perhaps that of the entire world. Under Askia the Great, Songhay developed a very complex system of government and administration. In fact, in some respects, its structure gave the appearance of a constitutional monarchy with democratic tendencies. Elected governors, called FARI, were assigned to rule over subdivisions of the empire, and chiefs, or NOI, were appointed to administer provinces and large cities. Economically speaking, banking and credit were well managed and controlled. A uniform system of weights and measures was establi^d, sales were inspected, and laws for the entire empire were codified.'21 ATLANTIC VOYAGES RESUMED It is more important to note here that voyages across the Atlantic were resumed, or continued, during the reign of Askia. Proof of this is evidenced by the fact that Columbus was informed by some men, when he stopped at one of the Cape Verde Islands off the coast 11 an 4 ATTACHMENT 1D had been known to set out into to of Africa, that Negroes------------ the Atlantic from the Guinea coast in canoes loa^d with merchandise and steering towards the west. The same Christopher Columbus was further informed by the Indians of Hispaniola when he arrived in the West Indies that they had been able to obuin gold from black men who had come from across the sea from the south and southeast." The dates of these accounts coincide Christopher Columbus was The them at war with neighboring Indians. This report was made before the first importation of African slaves to t e Antilles, or before any Spanish colonics were ffoouunnddeedd.. Other Negro colonies of that time were discovered in Northern Brazil among the Charuas, at_St Vincent in the sided, Gulf of Mexico where the Black Caribees re-around the mouth of the Orinoco River in Venc- I. 25 These zueta. and among the Yamasees of Florida.- precisely with the time that Askia the Great held sway over Songhay. It must also be added that Amerigo the Americas witnessed these Vespucci on his voyage to------- *, .3 same black men out in the Atlantic returning to Africa.- sixteenth century Spanish explorers zueia. diiu auivMu M.w A - ----------- colonies, it must be stressed, were aU reported by the first Europeans who reached the Americas. Even as late as 1775, Francisco Garces was able to come upon distinct race of black men living side by side with the He related that a Fifteenth and Si/v***--- ------ .u and early American art, legends, and burials provide the principal sources of information on what happened to these African seamen after their arrival in the Americas. Zunis of the New Mexico pueblos, the first inhabitants of the area, and that the description he gave of them This ob-the blacks were incse Ainvdu avuiuv.. ---------- In effect, the Spanish conquistadores found dispersed all over the New World small tril?es who were from the very first considered Negroes.= ' The largest Negro colony appears to have been a permanent settlement at where Balboa, who saw them in 1513, reported the New World small trifles who were suffice it to say doubt that they were Negroes. made about the same time the French similar phe-leaves no servation was explorer, La Perouse, was witnessing a nomenon in California. He also found there a race of blacks whom he immediately denoted as Ethiopians. Darien .C.U, ** T< t /rocAk. A 12 ATTACHMENT 2 '11 3 V>M 13 1 I I 1 [ ATTACHMENT 3 Music Materials: Reference books on African music Pictures of African instruments (optional) (oatmeal box or juice can) per student 1 round cylinder 1 piece of muslin per child (12 x 12") Masking tape Diluted white glue or Mod Podge sealer Construction paper Crayons or markers Procedure: 1. music Introduce the letsor by discussing the importance of Music has been used to accompany within African culture. legends, tales, and morals. festivities. and communicate traditionally been celebrations. messages, It has 2 . used with ceremonies. and Present pictures of African instruments and explain of instruments that Africans have created many different types using materials from their immediate surroundings. One instrument, the drum, was often made of wood and covered with skins. 3 . authentic surround!ngs. the drum. that although they cannot make an Explain to students dJ. Lull, they will be able to make found in their own classroom environment. African drum a drum that utilizes materials 4 . mu s1 in. Provide each student with a of After taping the muslin firmly over one end of the the cloth surface with diluted white glue each student cylinder and iiiece cylinder, paint Podge to stiffen the surface. or Mod 5. While waiting for the glue or Mod Podge to dry, provide each student with a cover sheet of construction paper with which to Have students decorate the paper t)ie cylinder of the drum. colored construction paper designs. with crayon or cut paper around the cylinder. 6. Glue the Use completed drums to accompany songs, storytelling. creative dramatics activities. 14 ori! ATTACHMENT 4 Personal Coat of Arms I i T L I I I ATTACHMENT 5A Masks Materials: Reference books on African art African artifacts (optional) Student copies of mask patterns (on heavy paper) Procedure: Review information about the type of geographical features found in Africa. Emphasize climate and that climate and physical features affect the lifestyle and culture of people. 1 . 2. Display pictures of African art and artifacts that provide students examples of primitive as well as modern African art and craftmanship. 3. Explain to students that African masks are one type of African artistry that utilizes natural materials. objects found within the immediate environment. plant fibers, horns, and animal hides patterns, and Wood, ivory. are a few materials available to the African artisan. 4. Discuss the uses of masks in our own culture and those of African cultures. 5. Ask students to identify materials within the classroom that are available for them to use to create a mask. Emphasize that they will not make an African mask, but will use some of the classroom materials they identified. 6. Direct students to independently create individual masks using materials in their classroom environment. or distribute copies of mask patterns' included decorate and assemble. 7. in this unit for them to Display classroom masks on a bulletin board. 16 ATTACHMENT 5B AFRICAN MASK I A A I B M I II M B nMn I I I % I I I I t 1 7 1 ATTACHMENT 5C AFRICAN MASK 6 18 ATTACHMENT 5D AFRICAN MASK o ATTACHMENT 6A AFRICA'S COUNTRIES 1. Students will understand that Africa is composed of many different countries. 2. Students will identify various countries in Africa. Materials: Classroom map of the world Ci assroom map of Africa Encyclopedias Reference books on African countries Student copies of passport booklets Multiple copies of Country Summary sheets Procedure
1. Ievi ewing Introduce world map and the lesson by looking at a continent made up of many different countries, and a country. the fact that Africa is a . . Review the distinctions between a continent 2. Explain to s to go on an African "safari." at a port on one of the bodies tudents that they will have the opportunity They will "travel" to Africa, dock of water suriounding Africa, travel through several countries. and depart Africa from a different port. 3 . students Distribute copies of the Passport Booklet. fill out the personal information page. Review the following students begin their "journeys
" a. Have travel guidelines before having They will enter Africa from a port on one of the major bodies of water surrounding Africa. the name of b. Each student will write _ _ the country and date of his/her "varS-it" on the Visa sheet and complete a Country Summary Sheet using encyclopedias and other reference materials. When the Country Summary Sheet has been completed, the student will this country by having the teacher sign When depart and date the passport in the Departures column. 20 4 . cr 4 ATTACHMENT 6B 4 1 d. The student may then travel to a bordering country and repeat the above steps. e. The goal is to reach a port of exit on I a different body of water than the entry port. 5. A large classroom map of Africa should be available to assist students in planning their travel. 6. Conclude the lesson by displaying the passport books on a bulletin board. A large map of Africa could illustrate the travels of each student by using yarn pieces to connect passport books to various locations on the map. I I I i AFRICAN SAFARI 21 ATTACHMENT 6C PASSPORT UNITED STATES OF AMERICA NAME 22 NAME SEX BIRTHDATE (PHOTOGRAPH) ATTACHMENT 6D BIRTHPLACE ISSUE DATE SIGNATURE OF BEARER VISAS Entries Deoartures II fl 23ATTACHMENT 6E q Name COUNTRY SUMMARY COUNTRY CAPITAL FLAG i 1 I I I POPULATION MONEY ! 1 1 I I I J LANGUAGE CHIEF PRODUCTS: AGRICULTURE MINING MANUFACTURING 24 JATTACHMENT 7A 4 PLACES AND SOUNDS OF AFRICA (A pictorial play in one act for middle or upper elementary grades) Edwina Chavers Johnson Characters: There can be as few as sixteen and as many Inquisitive: (interrupting hastily) Just a moment. I as thirty, depending upon the size of the class. PROLOGUE a map of Africa Reader Inquisitive Pyramid of Giza Pyramids of Kush Zimbabwe Palace Timbuctoo Musicians Dancers dont understand a thing youve said. Reader: Oh, Im so sorry. Ill show you some pictures, if you like. (Putting book down, uking Inquisitive by the hand now.) Here, just look this way. 4 Judges, clerics, doctors of Timbuctoo Musical dolls Costumes: Characters of African sites and roles dressed accordingly. Inquisitive and Reader dressed in school attire. (Curtain drawn, speaker at center of stage.) FLUTE MUSIC HERE (Curtain opens partially to reveal desert scene in a picture enclosure, with actor dressed as famous pyramid, centered in the scene.) Prologue: There are in Africa monuments of great cities and empires which stand today and serve as testimonials to the advanced civilization which flourished on that continent before the 16th century. The family of man was born in Africa and from that binhplace, traveled to all other parts of the earth. DRUM BEAT Western civilization is actually based upon one of these ancient African civilizations Egyptian civ- STOP FLUTE MUSIC HERE Inquisitive: My, oh my (great wonder in his voice), I know what you are, you are a triangle. Pyramid: (angrily, without any body movement, however) I am not a triangle. I am a pyramid. A triangle has three sides. I have four sides. See? (turning slowly to show four sides) Inquisitive: I beg your pardon. Where do you belong? Pyramid: I belong in Egypt. I was built 5,000 years ago for the great Pharoah, Cheops. Two and a half million blocks of stone were used in building me. I am one of the most amazing engineering feats in the world. ilization. This history of black peoples reveals the beginnings of the arts and sciences as well as of aesthetic expression. Those were borrowed and developed by others, mainly in the Western World. DRUM BEAT For what is the present, but the past? FLUTE MUSIC HERE (Curtain opens fuUy now, several additional, but smaller pyramids are now seen scattered about the stage.) Pyramid: There are hundreds of other pyramids in east Africa, but none so famous as I! (Inquisitive and Reader withdrew, to stage left now.) DRUM BEAT Reader: I am reading African history about places in Africa that were built by men long, long ago. Some of these places are thousands of years old! Its really quite exciting material. Inquisitive: Read to me, please. Reader: AU right. The pyramid of Giza was ordered to be buUt during the fourth Memphite dynasty by the Pharoah Cheops. No doubt, the sphinx w^ buUt by another Memphite Pharoah, Khafre, in his own image. - - - The ruins of Zimbabwe, covering an area of approximately 70 acres represents still FLUTE-MUSIC HERE Pyramid of Kush: (Choral Speaking) MUSIC STOPS NOW We are the pyramids of Kush, the ancient name for Ethiopia. Kings and queens were buried within our walls. We stand, a tribute to the remarkable past of the African people. We stand, 5,000 years now, amid palaces and temples, one of the worlds largest collections of royal buildings and tombs. Our royalty went northward, down the Nile, and taught the, once backward people in Egypt the ans of life. 25 ATTACHMENT 7B q (Curtain closes to reveal the single pyramid again. Small pyramids leave stage.) RETAINED VISUAL IMAGERY OF THE AUDI-ENCE. FOR APPROPRIATE SCENERY, FIND FLUTE MUSIC HERE MUSIC STOPS Pyramid: People have come to visit me throughout the ages. There is something inspiring about seeing me, so they say. Would you also like to visit me? Inquisitive: Oh, yes. Pyramid: Ill be seeing you. (Chirtain closes) PICTURES OF THESE HISTORIC SIGHTS IN BOOKS OR REFERENCE MATERIAL. Reader: Here is another picture. (Bells may be rung as cunain opens here.) (Curtain reopens, two actors stand, facing one another and speak simultaneously in this picture.) Inquisitive: Zimbabwe: circles. BELLS STOP NOW I know what you are. You are a circle. (turning as bells ring) No, we are not We are half circles. (Backstage, Sphinx steps onto picture frame as Pyramid steps out.) Reader: Here is another picture for you to see. Look! (Curtain reopens, as before, revealing picture frame. Inquisitive: Zimbabwe: Oh, dear, what is your name? We are the walls of Zimbabwe. 300 feet This time, Sphinx is centered in frame. There can be an adaptation here. The frame may be removed entirely, the curtain opened fully to reveal the Sphinx upon a raised platform, or a covered ladder. A dancer may move gracefully as the Sphinx speaks and hollow instruments such as wooden blocks are struck intermittently during the speech.) Inquisitive: Ooooooooh! Who are you? Sphinx: I am the Sphinx. I was built in the image of another great Pharoah Khafre. I have the head of a man and the body of a lion. The sands of the Sahara Desert submerged my body as they did the paintings and rock carvings of the TassiUi cul-long, 200 feet wide, 20 feet high and 20 feet thick. Although we are still considered a mystery, we are the remains of the marvelous Monometapa empire of 1,500 years ago in South Central Africa. We are considered so amazing because no mortar was used to construct us. We are truly a work of art. Inquisitive: Where would I find you? Zimbabwe: You could find us in what is now called ture to my west. I have seen nearly all of mans Southern Rhodesia. Perhaps you will come and solve our mystery. Inquisitive: Thank you. Thats a challenging idea. I just might do that. (Curtain closes as before.) history unfold, due to my great height and position in the East. There is not time to tell you all. Yet, linger and listen. The craftsmen, the farmers, the astrologers, the soldiers, the rulers, the philosophers all I have met in the past. Shall I meet you, too, one day? Inquisitive: I should like that very much. Sphinx: Good, I will look for you to come. I am quite near to the great pyramid in Egypt. (Curtain closes again. Flute music, or East African music here until curtain is entirely closed.) FOR THE REMAINING PICTURES, THE CURTAIN OPENS AND CLOSES AS IN THE PRE-CEDING ACTION. IF DANCERS OR ACTORS ARE AVAILABLE FOR APPROPRIATE ?lND RELATED INTERPRETATION OF THE PICTURES AND THE CULTURES THEY REPRESENT, SUCH DANCERS OR ACTORS, DRESSED APPROPRIATELY MIGHT ADD GREATLY TO THE 26 (Bells ring as curtain closes.) Reader : I have two more pictures for you to see. Here is the first of the two. (Curtain reopens. Palace stands centered in frame of tree-lined streets.) Inquisitive: Dear, dear, what a beautiful building you are! What is you name and where is your location? Palace: I am the palace of King Tenkamenin of ancient Ghana. As you can see, I am made of stone and wood. If you could step inside the portals, you would see the sculptures and excellent pictures of the king. My stained glass windows are extraordinarily lovely, too. Before the Sahara Desert encroached upon me from-the north, I was able to be a pan of a marvelous people. Our music and dance are well known in the U.S.A., but the desen and the wars we suffered destroyed an enormous amount of our buildings and towns. During the 11th century, our empire was at its peak of glory. New Ghana is located to the south of old Ghana. You could reach me by jet quite easily. ATTACHMENT 7C Bl Inquisitive: Wow! Id never thought the past was so near to the present. (IF THERE ARE DANCERS FOR THIS PICTURE, MUSIC BEGINS NOW. DANCERS APPEAR SI-MULTANEOUSLY. INQUISITIVE APPLAUDS THEM AT THE END OF THE DANCE.) (Curtain closes) Reader
And here is the last picture 111 show you now. Look! (Curtain opens, revealing Timbuctoo, the ancient university.) Inquisitive
I am simply overwhelmed at this point. Timbuctoo: Thank you. I am rather overwhelming when you think about it. Inquisitive: Who are you? Timbuctoo
I am Timbuctoo. I was a part of the ancient empire of Ghana. I notice you are a student. I was the home of students of law, science and medicine about a thousand years ago, youd be interested to know. Judges, clerics and doctors walked my corridors. Men of learning were drawn to me. There was a greater profit in the book trade than in any other commercial venture in my days of fame. By the way, not too long ago, some United States Congressmen came to see me. Inquisitive: Where are you to be found? Timbuctoo
In the present day Mali Republic. Will you come to visit me, too? Inquisitive
I want to. Timbuctoo: Ill be looking for you. (Curtain closes) (Curtain opens, revealing two sets of actors on stage left are male music dolls on stage right are the female dancing dolls.) (Reader takes Inquisitive by the hand again, walks over to the music dolls.) Reader: These are the music dolls. The music they play is as ancient as the culture they represent. They are Nigerian dolls and play instruments from Nigeria. Inquisitive: Id like to hear some of their music now. Reader
Certainly. Ill just press the music button over here. (Crosses stage to right, presses button.) (Music begins promptly. OLANTUNHS Drums of Passion includes an excellent band entitled Oye which can be played for about 60 seconds and then stopped.) MUSIC DOLLS PANTOMIME PLAYING INSTRUMENTS THEY HOLD IN THEIR ARMS AS RECORD IS PLAYED. WHEN MUSIC STOPS, DOLLS RESUME IMMOBILE POSTURE. Reader: These are the dancing dolls. Inquisitive: They are beautiful. Id like to see the Reader: How did you like the pictures? Inquisitive: Oh, great! Reader: I have some dolls to show you now. Inquisitive: Good. Where are they? Reader: Right here, just be a bit patient. dancing, too. Reader
OK. Ill just press the dance button for you. DANCING DOLLS DANCE AS MUSIC DOLLS PLAY TO THE SAME RECORDING AS ABOVE. WHEN SAME PORTION OF RECORDING HAS BEEN COMPLETED, RECORD IS STOPPED. ALL DOLLS RESUME THEIR IMMOBILE POSITION. (Both move to left of stage walking towards right as they talk.) Inquisitive
That was terrific. Reader
Now you know why I like to read so much. Inquisitive: Youve got company now! I would never dream that all I saw could be gained through reading a book. Do you know of a book I could begin with? Reader: Youre challenged! Finish this one with me. (05 on right) n wM THE END H I I 27 4 4 RITES OF PASSAGE PROGRAM 4 MATERIALS AND RESOURCES Beyer, Barry et al. The Eastern Hemisphere. York, 1991. Macmi11an/McGraw-Hi11, New This book is the social studies basal textbook for grade 6 and is currently located at all incentive schools. Beyer, Barry et al. Neighborhoods and Communities. Hill, New York, 1991. Macmi11an/McGraw- This book is the social studies basal textbook for grade 2 and is currently located at all incentive schools. Ellis, Veronica F. Readers. First Book About Africa: An Introduction for Young OUST US Books, New Oersey, 1989. This book was ordered for use with the African/African American program. Hare, Nathan and Julia Hare. Bringing the Black Boy to Manhood: The Passage. African American Images, Chicago, Illinois, 1985. ISBN: not listed Cost: $6.00 Lewis, Mary C. Herstory: Bl ack Female Rites of Passage. African American Images, Chicago, Illinois, 1988. ISBN: 0-913543-08-X Cost: $7.95 Murry, Jocelyn. Africa: File, New York, 1990. Cultural Atlas for Young People. Facts on This book was ordered for use with the African/African American program. Musgrove, Margaret. Ashanti to Zulu. Il 1 i no i s. African American Images, Chicago, ISBN: not available Cost: $4.95 This book is suitable for students in grades 2-5. 28RITES OF PASSAGE PROGRAM MATERIALS AND RESOURCES (cont.) Our Multiethnic Heritage: African and African-American Folktales audiotape. Children's Press, Chicago, 1990. ISBN: 0-516-06920-9 Cost: No confirmation Our Multiethnic Heritage: Guide, Levels 1 and 2. African and African-American Studies Teacher's Children's Press, Chicago, 1990. II ISBN: 0-516-06918-7 (Level 1) Cost: 0-516-06919-0 (Level 2) No confirmation A Salute to Historic African Kings and Queens, II Publications. 520 N. Michigan, Chicago, IL 60611. EMPAK's Black Hi story ISBN: 0-9616156-5-6 Cost: Depends on number ordered Little Rock School Di strict Family Life Education Curriculum Guide, K-6. School Counselor. Wellness Clinic - School Nurse. 29
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.