OH, How Magnificent! Prison Art Resources

Friday, August 12, 2011

Find the history of algebra and you will find yourself.

If you want to find your own road to algebra, you truly want to find the road away from the depths of inner turmoil. If you want to find the road to innermost satisfaction, you want to find "Yourself". The straight line away from the crack economics of prison is finding a legitimate road to your own history. Find the history of your own people and you will find the  history of Algebra. Find the history of algebra and you will find yourself. Without authentic his tory, algebra is incomprehensible. There can not be one without the other; Algebra is synonymous with your own authentic history. 

Algebra is personal. Algebra is your original language:

 they are one people, and they all have
 the same language. And this is what 
they began to do, and now nothing which 
they purpose to do will be impossible 
for them. 

Kunta Kinte 

Plot summary


Haley's novel begins with Kunta's birth in the village of Juffure in The GambiaWest Africa in 1750. Kunta is the first of four sons of the Mandinkatribesman Omoro and his wife Binta Kebba. Haley describes Kunta's strict upbringing, the rigors of the manhood training he undergoes, and the proud origins of the Kinte name.
One day in 1767, when young Kunta Kinte leaves his village to search for wood to make a drum, four men surround him and take him captive. Kunta awakens to find himself blindfolded, gagged, bound and prisoner of the white men. Haley describes how they humiliate him by stripping him naked, probing him in every orifice, and branding him with a hot iron. He and others are put on a slave ship for the three-month voyage to America.


Kunta survives the trip to Maryland and is sold to a Virginia plantationowner, Master Reynolds, who renames him "Toby". He rejects the name imposed by his owners, and refuses to speak to others.
After being apprehended during the last of his four escape attempts, the slave catchers give him a choice: he can be castrated or have his right foot cut off. He chooses to have his foot cut off, and the slave catchers cut off the front half of his right foot. As the years pass, Kunta resigns himself to his fate, and also becomes more open and sociable with his fellow slaves, while never forgetting who he was or where he came from.


He eventually marries another slave named Belle Waller and has a daughter named Kizzy (Keisa, in Mandinka/Mandingo), which in Kunta's native tongue means "to stay put". When Kizzy is in her late teens, she is sold away to North Carolina when her master discovers that she had written a fake traveling pass for a young slave boy with whom she was in love (she had been taught to read and write secretly by Missy Anne, niece to the plantation owner). Her new owner immediately rapes her and fathers her only child, George (who spends his life with the tag "Chicken George", because of his assigned duties of tending to his master's cockfighting brood).
In the novel, Kizzy never learns her parents' fate. She spends the remainder of her life as a field hand on the Lea plantation in North Carolina. In the miniseries, she is taken back to visit the Waller plantation later in life. She discovers that her mother was sold off to another plantation and that herfather died of a broken heart four years later, in 1810. She finds his grave, where she crosses out his slave name from the tombstone and writes his real name above it.
The rest of the book tells the story of the generations between Kizzy and Alex Haley, describing their suffering, losses and eventual triumphs in America. Alex Haley was the seventh generation of Kunta Kinte and wrote the things he knew in a book called Roots.[4]  (LYNCH LETTER)...   the mind has a strong drive to correct and re-correct itself over a period of time

if it can touch some substantial original historical base; and they advised us that the best way to deal with the phenomenon is to shave off the brute’s mental history and create a multiplicity of phenomena of illusions, so that each illusion will twirl in its own orbit, something similar to floating balls in a vacuum. This creation of multiplicity of phenomena of illusions entails the principle of crossbreeding the nigger and the horse as we stated above, the purpose of which is to create a diversified division of labor; thereby creating different levels of labor and different values of illusion at each connecting level of labor. The results of which is the severance of the points of original beginnings for each sphere illusion. Since we feel that the subject matter may get more complicated as we proceed in laying down our economic plan concerning the purpose, reason and effect of crossbreeding horses and niggers, we shall lay down the following definition terms for future generations. 

Orbiting cycle means a thing turning in a given path. 
Axis means upon which or around which a body turns.


• Goals and purpose of SIG grants

“ If we are to put an end to stubborn cycles of poverty and social failure, and put our country on track for long‐term economic prosperity, we must address the needs of children who have long been ignored and marginalized in chronically low-achieving schools...Our goal is to turn around the 5,000 lowest-performing schools over the next five years, as part of our overall strategy for dramatically reducing the drop‐out rate, improving high school graduation rates, and increasing the number of students who graduate prepared for success in college and the workplace.”
Arne Duncan Secretary of Education August 2009

California Ed Code § 51266. (Operation Contingent) Model Gang Violence Suppression and Substance Abuse Prevention Curriculum
(a) The Office of Criminal Justice Planning, in collaboration with the State Department of Education, shall develop a model gang violence suppression and substance abuse prevention curriculum for grades 2, 4, and 6. The curriculum for grades 2, 4, and 6 shall be modeled after a similar curriculum that has been developed by the Orange County Office of Education for grades 3, 5, and 7. The Office of Criminal Justice Planning, in collaboration with the State Department of Education, may contract with a county office of education for the development of the model curriculum. The model curriculum shall be made available to school districts and county offices of education and shall, at a minimum, provide for each of the following:
(1) Lessons for grades 2, 4, and 6 that are aligned with the state curriculum frameworks for history, social science, and English and language arts.
(2) Instructional resources that address issues of ethnic diversity and at-risk pupils.
(3) The integration of the instructional resources of the Office of Criminal Justice Planning and the School/Law Enforcement Partnership in order to support the school curriculum and assist in the alignment of the state curriculum framework.
(b) The Office of Criminal Justice Planning shall develop an independent evaluation of the pupil outcomes of the model gang violence suppression and substance abuse prevention curriculum program.

(4) increase the capacity of States and local educational agencies to develop effective, sustainable, and replicable school improvement programs and models and evidence-based or, when available, scientifically valid student interventions for implementation by schools serving students in the middle grades.


(a) Local boards of education shall provide instruction that addresses the core values adopted by the State Board of Education. Local boards of education shall also provide instruction in character education.

(b) Each local board of education shall adopt a plan for implementing values andcharacter education and shall specify in that plan the instructional materials and strategies to be used.

Adopting internationally-benchmarked standards and assessments that prepare students for success in college and the workplace;
Recruiting, developing, retaining, and rewarding effective teachers and principals;
Building data systems that measure student success and inform teachers and principals how they can improve their practices; and
Turning around our lowest-performing schools.

(c) The department shall develop a values and character education guide which may be used by local boards of education in the development of values and character education programs .
Authority O.C.G.A. § 20-2-145; 20-2-240. Adopted:November13,1997Effective:December29,1997
Code: IDAG

The purposes of this title are to--
(1) improve middle grades student academic achievement and prepare students for rigorous secondary school course work, postsecondary education, independent living, and employment;

(2) ensure that curricula and student supports for middle grades education align with the curricula and student supports provided for elementary and secondary school grades;

Select and implement an instructional model based on student needs

(3) provide resources to State educational agencies and local educational agencies to collaboratively develop school improvement plans in order to deliver support and technical assistance to schools serving students in the middle grades; and 

(4) increase the capacity of States and local educational agencies to develop effective, sustainable, and replicable school improvement programs and models and evidence-based or, when available, scientifically valid student interventions for implementation by schools serving students in the middle grades.

Introducing baby to algebra as early as the baby shower via algebra themed baby beginnings, such as: mobiles, room plaques, pacifiers and other baby algebra paraphernalia, we inundate baby with the message that algebra is important to baby and family tradition. Baby algebra uses pictures and key words to help Baby to generalize and grasp algebra concepts. Therefore we can think our way through the stepping stones called tests. Colors and images react . Colors with one side of the brain, images with the other side of the brain, together create and complete the learning process inherent at birth . WALLA! Baby does algebra.
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