Kwanzaa Kwanzaa is a holiday that celebrates African American heritage, culture and community. It is observed from December 26 through January 1 st. Dr. Ron Karenga, an activist and director of the Black Studies department at the California State University, created it in 1966. Kwanzaa is not a religious holiday, but a cultural one. The name Kwanzaa comes from the Swahili phrase 'matunda ya kwanza', which means "first fruits". Each of the seven days of Kwanzaa is dedicated to one principle. They are Umoja or unity, Kujichagulia or selfdetermination, Ujima or collective responsibility, Ujamaa or cooperation, Nia or purpose, Kuumba or creativity, and Imani or faith. The goal of Kwanzaa is to remind people to put the seven principles into daily practice. Kwanzaa has seven basic symbols. They are the Mkeka, the Kinara, the Mishumaa Saba, the Mazao, the Muhindi, the Kikombe Cha Umoja, and the Zawadi. The Mkeka is a mat. It is red, black and green, the colors of the African nationalist flag. The Kikombe Cha Umoja is the unity cup, symbolizing unity. The Kinara is a candleholder, the symbol of African roots. The Mishumaa Saba are the seven candles. They symbolize the underlying values by which African people are asked to live. There are three green candles, three red candles and one black candle in the center. The colors are symbolic of Black Nationalism. The red is for the blood of the African people; the green is for the hope of new life and for the motherland, Africa and the black is for the face of the African people. The Mazao are the crops. They are symbolic of African fruit harvest celebrations. The Muhindi is the corn. Corn symbolizes the children and their future. The Zawadi are
the gifts. They are symbolic of the labor and love of parents and commitments made by their children. Kwanzaa is a time of reflection, goal setting, reinforcing the value of family and community. The week beginning the day after Christmas and ending the day before New Years is spent learning about African American history, playing traditional games, eating traditional food, and reinforcing African American culture. Objectives Students will recognize and understand diverse religious and cultural beliefs and celebrations. Students will recognize and understand symbols and themes used in festivals and celebrations. Kindergarten- 1 st Grade Activities Mkeka Mat Cut colored ribbons to 6-inch strips. Place 1/2 of the ribbons in rows on a piece of cardboard. Tape the ends of the ribbons onto the cardboard. Weave the other 1/2 of the ribbons across the ribbons. Continue to weave the ribbons into a mat. Use glue to seal the ends of the ribbons.
Kwanzaa Rain Stick Students use a paper towel roll. Paint the roll with tempers. Decorate the roll with beads and ribbon. Place masking tape over one end to completely cover it. Students then fill the paper towel roll 1/3 full of rocks, beans or some substitute. They then cover the other end completely will masking tape. Paint the ends with tempera. Kwanzaa Candle Begin with a toilet paper roll. The rolls are covered with paper or fabric and painted with tempera to make Kwanzaa candles. Red, orange, and yellow tissue paper is torn into 4 x8 pieces and slightly crumpled. One end of the candle is then stuffed with the yellow, orange, and red tissue paper and glued into place. Candles are glued to paper plates. The plates are then painted with tempera and decorated with beads and other craft items. Family Tree Students use a coffee can. The can is covered with brown paper. Students will draw 3 x1 leaves on a sheet of paper. Students will then write the name of one family member on each leaf, cut it out, and tape the leaves around the top of the can, making a real family tree. State Education Standards Social Studies; 1SS-R1- Describe how history is the story of events, people, and places in the past. 1SS-F1- Demonstrate the ability to place events in chronological sequence. 1SS-F2- Describe everyday life in the past and recognize that some aspects change and others stay the same. 1SS-F3- Use stories to describe past events, people, and places. 2SS-F2- Identify and describe the symbols, icons, songs, and traditions of the United States that exemplify cherished iideals and provide continuity and sense of community across time. Arts: 1AV-R1- Identify and use a variety of art media and techniques to communicate ideas, experiences, and stories.
1AV-R2- Recognize that the visual arts are a form of communication. 1AV-R3- Identify various subject matter, ideas, and symbols used in one s own work and work of others to convey meaning. 1AV-F1- Select and use subjects, themes and symbols in works of art. 1AV-F2- Use additional arts media, techniques, and processes to communicate a variety of ideas, experiences, and responses. 1AV-F7- Expand knowledge and use of different arts media. 3AV-R2- Know that art is a visual language and is a form of expression and communication. 3AV-F2- Understand there are various purposes for creating works of art. 3AV-F5- Describe how personal experiences and outside influences may affect the work of the artist, as well as the perceptions of the viewer. Reading Resources Burden-Patman, D. (1992). Imami s Gift at Kwanzaa: Teacher s Guide. Ohio: Modern Curriculum Press. Chocolate, D. (1992). My First Kwanza Book. New York: Scholastic. Gayle, S. 1994). Kwanzaa. Watermill press. Hoyt-Goldsmith, D. (19 ). Celebrating Kwanzaa. Jones, L. (2000). Celebrate! New York: John Wiley & Sons, Inc. Medearis,A. (1995). A Kwanzaa Celebration. New York: Dutton Publishing. Moehne, H. (2000). World Holidays. New York: Grolier Publishers. Pinkney, A. (1993). Seven Candles for Kwanzaa. New York: Puffin Books. 2 nd -3 rd Grade
Activities Mkeka Mat Cut colored ribbons into 6 strips to make 24 ribbons. Place 1/2 of the ribbons in a row on a piece of cardboard. Tape the ends of the ribbons onto the cardboard. Weave the other ribbons across the taped ribbons. Continue to weave the ribbons into a mat. Use glue to seal the ends of the ribbons. Egg Carton Mancala Game Students paint and decorate an egg carton. They collect 48 marbles, rocks or other objects and two small containers that become the Mancalas. Lunch sized applesauce or pudding cups work well. Rules Object: 2 players compete against each other to collect as many markers as they are able before one side of the carton is cleared of markers. The containers are place one at each end. Setting up the game: Place the egg carton between the 2 players, lengthwise. The egg holes closest to the player are the player s side of the board. The
Mancala to the right of the players side is his or hers. Place 4 marbles in each of the egg holes. Choose a player to move first. Playing the game: The first player picks up all of the marbles in one of the holes on the players side. The player then begins with the first hole to the right and begins dropping one marble in each hole going clockwise around the egg carton. At the end of the side, drop one marble in the players own Mancala, then continue around to the other side of the board. No marbles are dropped into the opponents Mancala. If the player places his or her last marble in his or her own Mancala, that player has another turn. If the player drops his or her last marble on their side of the board in an empty hole, that player captures all of the marbles in their opponent's hole directly across from that bin. All captured marbles, plus the capturing marble, are put in the player's Mancala. Players are not allowed to touch marbles in order to count them. If the marbles are touched, that cup is played. Winning the game: The game ends when one player runs out of marbles on his or her side of the egg carton. When the game ends, the other players take all of their stones from their side of the egg carton and place them in their own Mancala. Strategy determines whether it is wiser to go out, or play longer, depending on how many stones are in the opposing players cups. Kwanzaa Rain Stick Students use a paper towel roll. Paint the roll with tempers. Decorate the roll with beads and ribbon. Place masking tape over one end to completely cover it. Students then fill the paper towel roll 1/3 full of rocks, beans or some substitute. They then cover the other end completely will masking tape. Paint the ends with tempera. : Social Studies; State Education Standards 1SS-F1- Demonstrate the ability to place events in chronological sequence.1ss-f2- Describe everyday life and recognize that some aspects change and others stay the same.
1SS-F3 Use stories to describe past events, people, and places. 2SS-F2- Identify and describe the symbols, icons, songs, and traditions of the United States that exemplify cherished ideals and provide continuity and sense of community across time. Arts: 1AV-F1- Select and use subjects, themes, and symbols in works of art. 1AV-F2- Use additional arts media, techniques, and processes to communicate a variety of ideas, experiences, and responses. 1AV-F7- Expand knowledge and use of different arts media. 3AV-F1- Identify and discuss the similarities and differences of art produced by themselves and others, using technology as one means of communicating personal ideas in a variety of forums. 3AV-F2- Understand there are various purposes for creating works of art. 3AV-F5- Describe how personal experiences and outside influences may affect the work of an artist, as well as the perceptions of the viewer. Reading Resources Burden-Patman, D. (1992). Imami s Gift at Kwanzaa: Teacher s Guide. Ohio: Modern Curriculum Press. Chocolate, D. (1992). My First Kwanza Book. New York: Scholastic. Gayle, S. 1994). Kwanzaa. Watermill press. Hoyt-Goldsmith, D. (19 ). Celebrating Kwanzaa. Jones, L. (2000). Celebrate! New York: John Wiley & Sons, Inc. Medearis,A. (1995). A Kwanzaa Celebration. New York: Dutton Publishing. Moehne, H. (2000). World Holidays. New York: Grolier Publishers. Pinkney, A. (1993). Seven Candles for Kwanzaa. New York: Puffin Books..
4 th -6 th Grade Activities Heritage Study Students research their own family tree. They then draw a family tree and highlight their own branch. Kwanzaa Unity Cup Students think of designs that would appropriately symbolize their family. Sketch the designs on paper. Using clay students mold a unity cup. Use the designs to decorate the Unity Cup. Designs may be etched or painted onto the cup. African-American Heroes Students work in groups of two to research a prominent African-American. After completing a biography fact sheet, students write questions that they will use during an interview. One student will dress and act as the questioner and the other will act as the prominent African-American who responds to questions. Mancala Game The students paint and decorate an egg carton. They collect 48 marbles, rocks or other objects and two small containers that become the Mancalas. Lunch sized applesauce or pudding cups work well.
Rules Object: 2 players compete against each other to collect as many markers as they are able before one side of the carton is cleared of markers. The containers are place one at each end. Setting up the game: Place the egg carton between the 2 players, lengthwise. The egg holes closest to the player are the player s side of the board. The Mancala to the right of the players side is his or hers. Place 4 marbles in each of the egg holes. Choose a player to move first. Playing the game: The first player picks up all of the marbles in one of the holes on the players side. The player then begins with the first hole to the right and begins dropping one marble in each hole going clockwise around the egg carton. At the end of the side, drop one marble in the players own Mancala, then continue around to the other side of the board. No marbles are dropped into the opponents Mancala. If the player places his or her last marble in his or her own Mancala, that player has another turn. If the player drops his or her last marble on their side of the board in an empty hole, that player captures all of the marbles in their opponent's hole directly across from that bin. All captured marbles, plus the capturing marble, are put in the player's Mancala. Players are not allowed to touch marbles in order to count them. If the marbles are touched, that cup is played. Winning the game: The game ends when one player runs out of marbles on his or her side of the egg carton. When the game ends, the other players take all of their stones from their side of the egg carton and place them in their own Mancala. Strategy determines whether it is wiser to go out, or play longer, depending on how many stones are in the opposing players cups. State Education Standards Social Studies; 1SS-E1- understand and apply the basic tools of historical research, including chronology and how to collect, interpret, and employ information from historical materials.
1SS-E8- Demonstrate and apply the basic tools of historical research, including how to construct timelines, frame questions that can be answered by historical study and research, and analyze and evaluate historical materials offering varied perspectives. 1SS-E9- Describe the geographic, political, and social characteristics of the ancient civilizations of Egypt, Mesopotamia, and China and their contributions to later civilizations. 1SS-E11- Describe the major religions, including Hinduism, Buddhism, Judaism, Christianity, and Islam. 1SS-P2- Demonstrate knowledge of research sources and apply appropriate research methods, including framing open-ended questions, gathering pertinent information, and evaluating the evidence and point of view contained within primary and secondary sources. 1SS-P3- Develop historical interpretations in terms of the complexity of cause and effect and in the context in which ideas and past events unfolded. Arts: 1AV-E1- Choose the most appropriate media, techniques, and processes to enhance communication of one s own ideas and experiences. 1AV-E2- Demonstrate increasing technical ability and skill to complete visual arts assignments. 2AV-E1- Use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics to communicate intended meaning in their artworks. 2AV-E4- Describe the role art plays in culture and how it reflects, records, and shapes history in various times, places, and traditions. Reading Resources Burden-Patman, D. (1992). Imami s Gift at Kwanzaa: Teacher s Guide. Ohio: Modern Curriculum Press. Chocolate, D. (1992). My First Kwanza Book. New York: Scholastic. Gayle, S. 1994). Kwanzaa. Watermill press. Hoyt-Goldsmith, D. (19 ). Celebrating Kwanzaa. Jones, L. (2000). Celebrate! New York: John Wiley & Sons, Inc. Medearis,A. (1995). A Kwanzaa Celebration. New York: Dutton Publishing. Moehne, H. (2000). World Holidays. New York: Grolier Publishers. Nelson, J.R. (19 ). Classic Kwanzaa Poems: New and Collected Pinkney, A. (1993). Seven Candles for Kwanzaa. New York: Puffin Books..
Websites www.officialkwanzaawebsite.org www.melanet.com/kwanzaa/ www.globalindex.com/kwanzaa www.holidays.net/kwanzaa/ www.cnn.com/events/1996/kwanzaa