Supreme Wisdom Curriculum

Comprehensive Framework

4

Assessment &

Student Performance

Standards

5

Themes &

Concepts of the

Disciplines

6 Strategies

For Professional Development

And

Instruction

7 Instructional Technology

Strategies

8 Sample

Programs And

Curriculum Units

9 Instructional

Materials

Criteria

10 Interdisciplinary

Strategies

1 Beliefs

Rationale Goals

2

Student &

School

Outcomes

3 Content

Standard

Allah He is at the center of this

curriculum and He gives the diameter of students’ knowledge (Supreme

Wisdom) which prescribes the circumference of students’ activities

Supreme Wisdom Curriculum Comprehensive Framework

I. Belief, Rationale, Goals

a. In truth the Supreme Wisdom Lessons and the Teachings of the Most Honorable Elijah Muhammad are not a philosophical (theoretical) study as much as they are actual facts and truth from the Lord of the Worlds Himself – God in Person, Master Fard Muhammad. The Supreme Wisdom Lessons lay the base and are the matrix (womb) from which this comprehensive educational curriculum evolves (present tense). This work is organic and evolving as Allah unveils His Mysteries to the framers, educators, and students. As the student evolves pass the Framers, the document must evolve to meet the needs of its predecessors.

The Honorable Minister Louis Farrakhan is our guide and example today. He is the one from whom we take our guidance. We follow no other scholars, educators or philosophers. He and he alone through Divine Guidance from the Two that back him: Master Fard Muhammad and The Most Honorable Elijah Muhammad is the source from which we draw inspiration. He set us on this course of study. It is through his direction that we draw the inspiration to base this curriculum on the Supreme Wisdom Lessons.

b. Why use the Supreme Wisdom Lesson as a base for this curriculum one might ask? The answer is simple. The Western world is dying from internal rot. Its people have exceeded the limits and the world has to be brought back in Divine Order, back in balance. The Original Man must be restored to his proper position of leadership so that he can lead the world back to God (Allah). The educational system and methodologies of this world have failed Black people in particular but all people in general. The Western educational paradigms have killed the god in man except for the white elite. The god powers in the white elite are that of the god of evil cultivated to make war with The God of Righteousness – Allah and His People. That which was given to us, of The Supreme Wisdom, IS from the Lord of All the Worlds. This Teaching is designed to re-awaken the Original man to his divine nature and restore him back to life. The most effective way to implement this teaching is through the institutionalization of the Teachings of The Most Honorable Elijah Muhammad and the Supreme Wisdom Lessons as a base for the new curriculum paradigm. The only way to accomplish this is through an education that is Supreme in quality and Divine in nature.

c. The Greatest of Goals: “It is truly wonderful in our life when each of us can choose a road on which to travel, and yet, as we travel apparently different roads, we recognize that all roads lead to Almighty god, the Creator of the heavens and the earth. As children, we all want everyone to be what we are. But the Holy Qur’an teachers us that Allah (God) has created man for diverse ends. So each of us, as human beings, have different goals. As the Holy Qur’an teaches us, every man or woman has a goal to which he or she turns him or herself. Maybe your goal is not mine and maybe mine is not yours, but the test or our human development is whether we can be tolerant of each other as we pursue our goals; for surely, the ends for which men strive will be seen. Those who love the frail life of this world, Allah (God) will give them of it; and those who desire the life of the Hereafter—and that is the best of desires – Allah (God) will give them of that. Although Allah (God) never leaves His creatures without permitting them to attain what they seek, He inspires us to attain lofty things. There are those among the human family who do not desire to attain lofty goals—and I do not mean being a doctor, lawyer, teacher, physicist, chemist or a musician. In the language of religion, the loftiest goals for which men and women should strive is the development of their character, that their character should reflect the Divine Supreme Being. This is the greatest of goals, not to have a Ph.D. degree. Even though you are so blessed if you have one, to have a degree of knowledge and not the high degree of character means that your degree serves vain purposes. To be knowledgeable and wicked makes us devils in human form. To be knowledgeable and righteous makes us men and women of distinction (Farrakhan, 2006).” The Supreme Wisdom Curriculum: A New Educational Curriculum Paradigm into The Kingdom of God is an evolutionary thrust in the re-education and education of Black people and Original People in America first, then for the whole human family. The over arching goal of the Framers of this curriculum in to provide guidance and work in

concert with laborers, educators, students, parents and other stakeholders to aid in the growth and development of gods, children of The Most High God: Master Fard Muhammad. As-Salaam Alaikum Dear Laborers: It is my great joy to be able to offer to you all of the Lessons of the Honorable Elijah Muhammad in a little book. My desire is that we read these lessons over and over and over again until they are committed to memory. Then, our assignment will be to study each one deeply and carefully because these Lessons represent a key to unlock the hidden meaning of the Bible and the Holy Qur’an, and also to unlock the hidden powers of the Original people. This key also will allow us to lock up the history of 66 trillion years of rebellion and dissatisfaction and open the door for us and our people and the total human family to the Kingdom of God. The Honorable Elijah Muhammad desired for all of us to master this assignment. In this first printing, there is a mistake in the order which will be corrected in the second printing. English Lesson C-1 is to come behind Lesson Number 2 and before the Problem Book. May Allah Bless you in the reading of His Word.i As-Salaam Alaikum Your Brother and Servant, Minister Louis Farrakhan Servant to the Lost Found Nation of Islam in the West

II. Student and School Outcome a. Supreme Wisdom Curriculum Student Outcome

i. As He (Master Fard Muhammad) said, “first He Makes a New Mind for us and a New Way of thinking.” He teaches us a different education, on that we have never had before. He Gives us Education on the Wisdom, Knowledge, and Understanding of God…not of prophets…but of the Gods of the Prophets of the past. He builds our minds according to the way Gods Think…ii

ii. Our Saviour (Allah) will change us into a New and Perfect People making we, the Poor Lost-Founds, the Perfect RULERS.iii

iii. The outcome of the Supreme Wisdom Curriculum will be to produce Students that think like gods. Students will be able to plan, think and bring into existence that which they will. “The Restrictive Law of Islam is what ensures our Success. If The Saviour said “luxury, money, good homes, friendship in all walks of life”; and then He came to raise us to eminence, where people would litera lly bow their heads to a Muslim who is really practicing and studying and sharing their knowledge, then your fame increases by degree, and you grow in rank. And if you stay within the limits of The Law, you will have a favorable and satisfactory outcome. What is the Final Outcome? To become a GOD.iv

b. Supreme Wisdom Curriculum School Outcome i. The school will prepare the Student for their FINAL EXAMINATION before ALLAH (OUR SAVIOUR), which

will include all of the Forms of Lessons, #1’s Answers, and all the Problems, and General Review of the three and one-half years of Labor.v This will be done by implementing a new educational paradigm based on the Supreme Wisdom Lessons given by Our Saviour, Master Fard Muhammad, to His Servant, The Most Honorable Elijah Muhammad. All unit and lesson plans will be derived from these Teachings.

III. Student Performance Standards and Foundational Skills

a. Supreme Wisdom Curriculum Performance Standard: The performance standard for the Student in the University of Islam is the Life and Works of the Most Honorable Elijah Muhammad. Master Fard Muhammad has instructed all Students who enroll in His class to copy, study, memorize, and follow “Minister Elijah Muhammad’s” Answers to, of said. Lesson #1. He is also a Guide and Example through whom the Mystery of Almighty Allah is revealed and through whom the Student would see the Light of Allah. The road map to seeing the Light and Walking therein is contained in the Instructions Given to the Laborer.

a. The Student must study his Assignment – Lesson #1.

Each Student should copy the Answers of Lessons of Minister, Elijah Muhammad, and study until the Student is able to memorize, By Heart, all Answers to, of said, Lesson #1. Why is Stress made to the Muslim to Copy, the Minister, Elijah Muhammad’s Answers? The past History shows that the ALMIGHTY ALLAH sends Prophets and Apostles for the people’s Guide and Example (Standard), and through them HIS Mystery was Revealed. And those who follow the Apostle would see the Light.vi

b. The student will lead an Islamic life as taught and exemplified by The Honorable Elijah Muhammad, our Lord, our Saviour, and our Redeemer – The Messiah.vii

b. Supreme Wisdom Curriculum Content Foundational Skills

(The Supreme Wisdom Curriculum Framers have developed the following foundation skills that should apply to all students in all disciplines.) This means that the following skills must be demonstrated in every discipline or subject learned in the University of Islam.

1. God-Consciousness. Taqwa is an Arabic word that is explained as a shield against wrongdoing and further

expounded as to be “conscious of Allah” or to have “fear of Allah” or to be “cautiously aware of Allah”. The Honorable Minister Louis Farrakhan refers Taqwa as the “self-accusing spirit.” (See Holy Qur’an: 91: 8 footnote) In introductory letter to Study Guide No. 1: Mixed Feeling and Controversy, The Honorable Minster Farrakhan states, “This speech, in my judgment, formally ushers in that which is the launching pad of a worldwide movement. Each study session is designed on the guidance of Allah to produce: self-examination; self-analysis; self-correction; and, to quicken in each of us, the self-accusing spirit. For, it is only when we are awakened morally that we have to face the self-accusing spirit which leads to our resurrection. Resurrection is that process that beings with the self-accusing spirit and does not end until we become one in perfect harmony or peace with Allah and His Creation… And the first stage in our spiritual resurrection occurs through the stimulation of our self-accusing spirit; that is, when the inner voice speaks, guides, warns, reproves, exhorts and accuses us of going contrary to what is right. If you will notice, this inner voice does the work of a Messenger of Allah (God). Would you knowingly kill one of Allah’s (God’s) prophets or messengers? What would be the punishment if you did? Every time we act to still the voice of correction, coming from within ourselves, we are in fact murdering the messenger of Allah (God). The result is spiritual blindness, leading to spiritual death, leading ultimately to an untimely physical death. If we desire to stay alive spiritually, we must never still the voice of Allah (God) within. We must protect it, for in our moral awakening, it is the best friend that we have; for it is Allah (God) working on the inside of us. The more we feed on the truth and right guidance form Allah (God) the stronger the voice becomes. That inner voice is like a seed which can ultimately grow into its perfected state, to be the Mind of God Himself in you… This quickening to life and the process of heeding the truth and right guidance is the process which brings about a transformation in the Believer. As you know, mere belief counts for nothing except that it is carried into practice. This phase of our development is designed, by the help of Allah, to bring about a transformation or complete change in our lives. This is done by stimulating self-analysis and self-correction in us. Our self-improvement actually brings into fruition the awesome power of Allah (God) to make complete his (our) whole make. 75:4 No Believer is exempt from this study. Those who desire is to be qualified as laborers, must be foremost in study and self-analysis in this transformation of our lives. Each student, after studying the principle under analysis, must then analyze self and critique self. The study sessions, while leading the student to self-examination, first; self-analysis, second; self-correction, third; must simultaneously be therapeutic. Therefore, these sessions must be twofold, consisting of bother theory and practice. The practice will refine the theory.” The origin of the word Taqwa is from the Arabic root letters wa’ ka’ ya (meaning shield) and its verb is from the word “Ittaki”. Ittaki means to be careful or to be protected or to be cautious. Taqwa is an internal compass on the path that leads towards Allah. The broader meaning and character of Taqwa is to develop one’s behavior, so as to be cautiously aware in the worship of Allah and attain nearness to Him and in so doing, perfect oneself.

This consciousness and fear of Allah is understood as a protection and a shield against wrongdoing. The abstention of evil through this fear, consciousness and establishing a cautious awareness of Allah, ultimately develops one’s love of Him. The universal principle of submission to the Divine Will is beautifully expressed in the character of one who is a servant of Allah, known as an “Abd-Allah” which is an ideal state of Taqwa. Abu Darda said: “From the completion of Taqwa is that the servant fears from His Lord even with regards to things, the weight of an atom.” Abu Darda’s advice for servants who wish to accomplish a character of Taqwa should fear to commit the smallest of sins. The messenger of Allah said in a Hadith, reported in the Sahih Muslim that, “Taqwa is here”, and he pointed to his chest. Taqwa is profoundly explained in a discussion, between Umar and Kaab who were companions of the Prophet of Islam. Umar asked Kaab, the meaning of Taqwa as he was renowned for his deep understanding of the Qur’an Al Kareem then inquired from Umar whether he had walked through a thorny bush path with his cloak. Umar replied that he had done so on numerous occasions. Kaab asked Umar to describe his movements through this thorny path. Umar replied that he moved very cautiously, so as not to tear his clothing. Kaab said that was the description and the meaning of Taqwa. The path that inculcates and embraces a character of Taqwa is one that must be carefully and cautiously treaded. On this path one must be completely aware of oneself and one’s surroundings, to be disciplined with the correct action and behavior, which will achieve one’s closeness to Allah. Taqwa is one of the most profound concepts in Islam. It is an avenue by which Muslims relate to one another in society and a means to channel actions for the pleasure of Allah. Possessors of Taqwa are called Al-Muttaqun or Muttaqeen. The following verse of the Qur’an Surah 2 Al Bakarah, Verse 183 confirms that Taqwa is for everyone and not for a select group: “O you who believe! Fasting is prescribed to you as it was prescribed to those before you, so that you may guard against evil (attain Taqwa.)” This verse confirms two points. Firstly, that fasting is for everyone and secondly, that the development and attaining of Taqwa is an essential part for all who aspire for tranquility and a contented heart. To establish Taqwa is for the rich and the poor, the knowledgeable and the uneducated, the leader and the follower, the ruler and the ruled, the old and the young, the man and the women. All must develop and enhance Taqwa. The most honored in the sight of Allah is the believer with the most Taqwa, i.e. the most conscious and aware of Him. The Glorious Qur’an illustrates this in Surah 49 Al Hujurat (the Inner Apartments), Verse 13: “O mankind! We created you from a single (pair) of a male and a female, and made you into nations and tribes, that ye may know each other (not that ye may despise (each other). Verily the most honored of you in the sight of Allah is (he who is) the most righteous of you (Muttaqi). And Allah has full knowledge and is well acquainted (with all things).” The ideal Islamic society is a Taqwa conscious society, conferring its highest respect on those considered to be high in Taqwa. Though Taqwa is a state of the heart, we cannot judge the Taqwa of others, but many aspects of Taqwa will have a reflection in their character and behavior. The Qur’an though, prohibits anyone from claims of self-purity. In Surah 53 An Najm (The Clans), Verse 32 reminds us that: “Hold not yourself purified. Allah knows best who has Taqwa.” In Islam there is only one Shari'ah (Divine Law) and one scale of righteousness for everyone and that is measured through a character of Taqwa. The word Taqwa has been mentioned 151 times in the Noble Qur’an. Allah has taken us through the various aspects of His Guidance and Blessings in the Glorious Qur’an. The Qur’an descriptions of Taqwa are so precise and distinct that it is an indication of the importance of the involvement of this concept in the life of Muslims. These numerous verses elaborate the different dynamics and dimensions of inner meanings of Taqwa that enables Muslims to be an ideal and a living example as a vicegerent of Allah. The four verses in Surah 2 Al Bakarah Verse 2-5 summarizes the guiding principle in the Noble Qur’an for

the people of Taqwa

This is the Book; in it is guidance sure, without doubt, to those who fear (or are conscious) of Allah (Taqwa). Who believe in the Unseen, are steadfast in prayer, and spend out of what We have provided for them; And who believe in the Revelation sent to you, and sent before your time, and (in their hearts) have the assurance of the Hereafter. They are on (true) guidance, from their Lord, and it is these who will prosper. The Muttaqun are those that believe, fear Allah and look to what He has ordained in carrying out His actions to avoid His displeasure and sadness. These people are involved and active in his/her life with the Ummah (the Muslim community), concerned with the affairs of humanity, whilst at the same time praying, fasting, spending in Allah’s cause, having good morals, are forgiving and just. All these descriptions can be attributed to a person who has Taqwa and will be assured and successful in the Hereafter. Hence, for the moral development and correct behavior of a good Muslim it necessary that he strictly analyze and establish his Taqwa, but never claims to be a possessor of it.1

2. Self-Discipline. One of the most important lessons education could teach is self-discipline. While it does not

appear as a subject in school without it, the whole educational structure can be undermined. It is the learning of self-discipline by means of guidelines that develops self-control, character, order and efficiency.

Discipline is the key to good conduct and consideration for one’s fellow man. With an understanding of the purpose of education and discipline, student s will have the proper attitude for academic excellence and will be empowered to succeed in life. The student’s personal development as a civilized and moral person supports and strengthens their academic development.

3. Citizenship. The application of the understanding of ideals, rights and responsibilities of active participation in a benevolent theocracy that includes working respectfully and productively together for the benefit of the individual and the community; being accountable for one’s choices and actions and understanding their impact on oneself and others; knowing one’s civil, constitutional and statutory rights; and mentoring others to be productive citizens and lifelong learners. Citizenship requires that the citizen be literate and informed. The Preamble to The Muhammad Mosque Provisional Constitution states: These verses (Holy Qur’an 42:36-39) form an impassioned Preamble to our Provisional Constitution from the Lord of The Worlds Himself…It is in effect now in the hearts and conduct of the true followers of The Honorable Elijah Muhammad. As years pass, it will come to be recognized as one of history’s most significant spiritual, political and revolutionary documents. Yet, though it must inevitably affect the daily life of each member of The Lost-Found Nation of Islam in the West, too few of us are familiar with its provisions, though its provisions existed long before the document itself. It is the duty of the Muslim (Citizen of the Nation of Islam) to acquire knowledge and natural law mandate that a man or woman who refuses to study becomes a detriment to freedom, justice and equality for us all. Minister Farrakhan has taught us, ever so carefully, that the root of man’s in is polytheism. Ignorance is a powerful and consistent ally of polytheism and for that reason, he or she who deliberately rejects knowledge is a mortal enemy of the Nation of Islam… The Muhammad Mosque Provisional Constitution must be studied by all of its citizens. It precepts must be put into action in the daily lives of its citizens. A literate citizenry who are aware of their rights and responsibilities will work together to build a strong nation. A literate citizen cannot be used for a tool, and also, a slave. A literate citizen cannot be mastered by the Devil. A literate citizen is not ignorant. And a literate citizen is a socialist. A socialist advocates a society of men or groups of men for one common cause. Social equality is a socialist who is equal in everything.

a. The Holy Qur’an does not contradict a Muslim to Swear his Allegiance to his Brother so long as he does not break his Allegiance—nor does the Bible in this case.viii

1 Taqwa-A State of Submission by Abu Bakr Karolia, South Africa, July 2003, http://www.nuradeen.com/Contributions/Taqwa.htm

To be a citizen means to be a native or naturalized person who owes allegiance to a government and is entitled to protection from it. The Nation of Islam is a government, but more importantly it is a brotherhood and sisterhood of which has no equal.

b. The RESTRICTIVE LAW OF ISLAM is our Success. At any time any one who fails to be ONE HUNDRED PERCENT to the LAW shall be dismissed from his or her Post. ix “The Restrictive Law of Islam is what ensures our Success. If The Saviour said “luxury, money, good homes, friendship in all walks of life”; and then He came to raise us to eminence, where people would literally bow their heads to a Muslim who is really practicing and studying and sharing their knowledge, then your fame increases by degree, and you grow in rank. And if you stay within the limits of The Law, you will have a favorable and satisfactory outcome. What is the Final Outcome? To become a GOD.x

c. Have you not learned that your word shall be Bond regardless of whom or what? ANS. – Yes. My word is Bond and Bond is life, and I will give my life before my word shall fail.xi Giving one’s word is a binding contract. As a member of the Nation of Islam, one’s word must unwavering to the point that before one’s brother or sister can stand on another’s word with out doubt. That is the responsibility of a citizen of the Nation of Islam – to keep one’s word. One’s personal word is Bond and that Bond is equal to one’s life on the line and their fellow citizen must know that their brother or sister will give their lives before their word fails. This is indicative to the serious nature of citizenship in a Nation of Islam – The Kingdom of Allah (God).

d. What is the prescribed Law of Islam of said, person of that Ability? ANS. – That the civilized person is held responsible for the uncivilized and he must be punished by the Nation of Islam. A citizen of the Nation of Islam has a responsibility which if not carried out will result in punishment because his/her inactivity in this regard has an adverse impact on the uncivilized.

e. In regards to mentoring others to be productive citizens and lifelong learners; The Saviour asks, “What is the Duty of a civilized person? ANS. – To Teach the uncivilized people, who are savage – civilization (righteousness, the knowledge of himself, the science of everything in life—love, peace, happiness).xii

4. Critical-Thinking Skills. The identification of an obstacle or challenge and the application of knowledge and thinking processes which include reasoning, decision making, and inquiry in order to reach a solution using multiple pathways, even when no routine path is apparent.

a. This Book teaches the Lost-Found Nation of Islam a thorough knowledge of our miserable state of condition in a mathematical way when we were found by OUR SAVIOURS, W. D. FARD. xiii

b. …At the same time, he desires for every one of you, Students, to help solve this Problem since you have learned the time, accomplishment and old Prophet’s Number—(one hundred forty-four thousand).xiv

5. Communication Skills: A process by which information is exchanged and a concept of "meaning" is created

and shared between individuals through a common system of symbols, signs, or behavior. Problem No. 13 of the Problem Book states "Now you must speak the Language so you can use your Mathematical Theology in the proper Term-otherwise you will not be successful unless you do speak well, for she knows all about you." The it goes on to state, "There are twenty-six letters in the Language and if a student learns one letter per day, then how long will it take him to learn the twenty-six letters?... The average man speaks four hundred words-considered well.xv" This sets the base for the spiritual language and communicative skills the student must acquire in order to be successful in the New Paradigmatic Structure of Education based on the Lessons of Master Fard Muhammad, Allah in Person and the Teachings of The Most Honorable Elijah Muhammad.

Students should be able to communicate clearly, fluently, strategically, technologically, critically, and creatively in society and in a variety of settings. This process can best be accomplished through use of the following skills reading, writing, reciting, speaking, listening, viewing, and visually representing. The evolution of communication is moving towards a more perfect and spiritually evolved form of communication, which is

reading body language and reading minds. The student will eventually be able to receive and send messages telepathically as he/she becomes more spiritually, mentally, and physically purified.

6. Linking and Generating Knowledge. The effective use of cognitive processes to generate and link knowledge across the disciplines and in a variety of contexts. In order to engage in the principles of continued improvement, Students must be able to transfer and elaborate on these processes. "Transfer" refers to the ability to apply a strategy or content knowledge effectively in a setting or context other than that in which it was originally learned. "Elaboration" refers to monitoring, adjusting, and expanding strategies into other contexts.

a. The uncle of Mr. W. D. Fard lives in the wilderness of North America—surrounded and robbed completely by the Cave man. Therefore, he has no knowledge of his own nor anyone else’s, but his mind travels twenty-four billion miles per second, which is considered the average speed of thought per second. How many round trips will he make in ten seconds to the far Planet Platoon?xvi

b. He also has seventeen million keys, which he turns at the rate of sixteen and seventeen one-hundreds per minutes. How long will it take him to turn the whole seventeen million?...The above figures do not include rusty locks. It has been said by the Laborers of Islam, for allowing extra time to oil the rusty locks is insufficient…Hurry and submit your answer to your Teacher, and tell her how much you do not understand so she can teach you quickly…Ask questions and learn all about yourself…xvii

c. Twelve Leaders of Islam from all over the Planet have conferred in the Root of Civilization concerning the Lost-Found Nation of Islam—must return to their original Land. One of the Conference Members by the name of Mr. Osman Sharrieff said to the Eleven Members of the Conference: “The Lost-Found Nation of Islam will not return to their original Land unless they, first have a thorough Knowledge of their own…One of the Prophets in the early days said: The Lost-Found Nation of Islam, numbering one hundred forty-four thousand, will be Stars, and will return to their original Land. And the Balance,” he said, “are poison and rusty, and will not take the Knowledge on their own.” But the Messenger and his Laborers do not agree with the old Prophet in this modern time. He thinks that he will remove all poison and rust from every one of the seventeen million.”

7. Resource Access and Utilization. The process of identifying, locating, selecting, and using resource tools

to help in analyzing, synthesizing, and communicating information. The identification and employment of appropriate tools, techniques, and technologies are essential in all learning processes. These resource tools include pen, pencil, and paper; audio/video material, word processors, computers, interactive devices, telecommunication, and other emerging technologies.

a. The Public Library of Cairo contains three million, seven hundred thousand books, of which sixty

thousand treat exclusively of Mathematics, Astronomy, Language and other Science of Life…xviii b. A Lion in a cage walks back and forth, sixty feet per minute, seeking a way out of the cage. It took

nearly four centuries to find the door. Now, with modern equipment, he is walking three thousand feet per minutes and has three thousand miles by two thousand miles to go yet. How long will it take him to cover this territory of said, three thousand by two thousand miles, at the above walking rate?xix

8. Universal Expression of Fundamental Truths. The ability to analyze information and extract the

underlying universal principles of truth. Being able to communicate these truths in a universal language that reach across race, religion, and cultural background.

a. The Laborers must Speak and Use grammatic pronunciation of words and syllables in Past, Future, Present and Perfect Tense. The Laborer’s answers to All Lessons must be in the above Language. Others will not be considered.

Note: The Dumb must speak Plainly. The Stammering Tongue is Speaking Clear. (He covers the Prophecies of the Bible and, also, the Holy Qur’an in a word).

No man can be Successful in Teaching a People that cannot speak, Clearly, the People’s Language.

But there is more to be understood in the words. That the Laborers’ Pronunciation of words and syllables must be in the Past, Future and Present Perfect Tense –otherwise will not be considered.

What is meant by the Laborers’ answers to all LESSONS in the Past, Present and Future being PERFECT is that we must know and be Able To Prove, at all times, to the New Converts that the LESSONS that OUR SAVIOUR (ALLAH) gave us to Study and Learn is the Fulfillment of the Prophecies of All the Former Prophets concerning the Beginning of the Devils, and the Ending of the Civilization, and of our Enslavement by the Devils, and Present Time of our Delivery from the Devils by OUR SAVIOUR (ALLAH)…xx

Note: These foundation skills are listed numerically in parentheses at the end of each benchmark. IV. Assessments and Student Performance Standards

a. Quantitative Assessment: Quantitative is: 1. Relating to, concerning, or based on the amount or number of something 2. Capable of being measured or expressed in numerical terms. Examples from the Supreme Wisdom Lessons of quantitative assessments are:

a. Each Student should copy the Answers of Lesson of Minister, Elijah Muhammad, and study until the Student is able to memorize, By Heart, all Answers to, of said Lesson #1.

b. Everyone’s FINAL EXAMINATION will be before ALLAH (OUR SAVIOUR), which will include all of the Forms of Lessons, #1’s Answers, and all Problems, and a General Review of the three and one-half years of Labor.

c. Any one who fails to be ONE HUNDRED PERCENT to the LAW shall be dismissed from his or her Post.

d. Standardized test on Actual Facts. e. Student Enrollment (Rules of Islam): The following question must be answered one hundred percent

before submittance of Student to said, Lesson No. 1. f. Lost-Found Muslim Lesson No. 2: This LESSON is ANSWERED Very Near Correct and ALL

STUDENTS should READ AND STUDY it until he or she can RECITE it By Heart. Prophet, W.D. Fard. First Term Examination Assignment of Mr. Elijah Muhammad. The following questions must be answered by: -

g. Answers to the Problems in the Problem Book. h. Skills demonstration: laboratory experiments, culinary skill, mechanical skill, physical skills etc.

b. Qualitative Assessment:

Qualitative means relating to or based on the quality or character of something, often as opposed to its size or quantity. (Assessments will be done by teacher and outside evaluator) In the Instructions to the Laborers, Allah says, “Each Student must quality his or herself for Positions awaiting them. Assignment Office will be made immediately after Examination, on Completion of his or her Labor Course. Consideration for the Laborers of Islam will be taken, and Analysis, in the near future, by ALLAH! Note: THIS PARAGRAPH Puts a stop to all Quarreling and Arguments among the Laborers over their

Offices in ISLAM UNTIL HE OR SHE HAVE BEEN QUALIFIED AND THEIR QUALIFICATION Examined to see if they are Fit (qualitative – what quality) to be used in the Respective Position.

The past History shows that the First Examination of Laborers is made by the Apostle, who the Laborers are to work with”…xxi

a. Behavioral observation gives the evaluator an understanding of the quality of the character of the

Student under various circumstances. b. Essays which indicate the Student’s level of comprehension of the topic.

c. Oration, reading or dialog which demonstrates the Student’s ability to articulate what they have learned.

d. Level of activity engagement or participation. The Honorable Elijah Muhammad said that you can tell a good child by it willingness to do something that you have instructed him or her to do. This is demonstrated by the level of engagement or participation in the class, discussion or activity that is in front of the Student.

e. Level of understanding of higher cognitive concepts. This means that the Student is able to look deeper into the Lesson than on its face and is able to transpose the Lesson in its proper term and different tenses.

f. Social Awareness means that the Student is cognitive of his or her membership in a greater Nation – called the Nation of Islam. They have an awareness of their rights, responsibilities, rules and regulation that come along with said membership.

g. Social Interaction means that the Student demonstrates General Civilization. Does the Student understand how to act in different settings – abroad as opposed to a home setting? Is the Student among the General Civilization Class of persons?

c. Other Assessments: Students will be assigned research-based projects on a bi-yearly basis that focus on

Nation-Building skills. The focus of the research is to create new technologies, and ideas that will serve to help in building a new nation of peace.

a. Assessments will be over week-long periods. b. Assessments will consist of :

1. Written assessments 2. Portfolios 3. Oral Assessment 4. Skills Demonstration 5. Character and Work ethic assessment

d. Each student must maintain an up-to-date portfolio of all their work starting in Level 1. This portfolio will consist

of test scores, projects and research papers, a sample of the progress of their penmanship each 10-weeks sessions, pre, mid-term and post test in all subjects, copies of report cards, progress reports, awards, pictures, video and audio tapings of any public performances.

V. Supreme Wisdom Curriculum Schools School of Theological Studies PARADIGM FOR THEOLOGICAL STUDIES EDUCATION Support for the School of Theological Studies Based on Supreme Wisdom Lessons and the Teachings of the Most Honorable

Elijah Muhammad "Knowledge feeds the development of the human being so that the person can grow and evolve into Divine and become one with the Creator." The Honorable Minister Louis Farrakhan "We, as teachers, are to bring them up into the knowledge of their own and not wait for the minister to do it. They must know the true God." "SOME PEOPLE in this age call Islam a religion. Prior to 6,000 years ago, Islam was not called a religion. There is no such thing as religion. We as teachers should know this so that we can teach our children at the University. The author of Islam is God. We who believe and submit, Abraham called us Muslims. Abraham is the father or giver of

our name- Muslim. These things we should teach in our school. This is the way we should go about everything in our school: kindergarten, high school and college. Do not send children home without this knowledge."

The Most Honorable Elijah Muhammad, July 5, 1968 INTRODUCTION: Theological Studies is the FIRST OF ALL STUDIES and serves as the lens through which this curriculum is presented and is derived. This school is organized to immerse and engage the student in the Lessons of Allah (Master Fard Muhammad) and the divine Teachings of The Most Honorable Elijah Muhammad. Therefore, it is imperative that the student be well acquainted with these Lessons and Teachings otherwise the student will not do well in a NEW PARADIGM FOR A NEW WORLD! The term Theological Studies was chosen as the name of the school of religion studies because it is lifted from the Problem No. 13 in the Supreme Wisdom. Problem No. 13 is a primer for unlocking the language of The Lessons as is the study of Allah (God) the Key to unlock all of the following disciplines of study under consideration. Theological Studies encompasses Islamic Studies and other Religious Studies as well as the root of all disciplines – Allah the Creator. Islamic Studies is a department of study within the school of Theological Studies. Theological Studies as a school of study is based in Natural Theology. Natural Theology is the study of God and of God's relation to the present, past and future perfect worlds. The School of Theological Studies is also a Liberation Theology which is comprised of an Islamic movement (The Nation of Islam in the West first and over the world) that combines political thought relating to civil administration or government as taught by The Most Honorable Elijah Muhammad and The Honorable Minister Louis Farrakhan, with a theology of salvation as liberation from injustice and towards the demand of freedom, justice and equality. Lastly, this school of study is a Practical Theology, which is a study of the institutional activities and Nation Building practices of The Nation of Islam in the West and all over the world. To these ends students will view all learning through the Lens of the Supreme Wisdom Lessons, the Teachings of the Most Honorable Elijah Muhammad and the Honorable Minister Louis Farrakhan. “Satan has live over his time. By we, the poor lost and found black people of America not knowing Allah or the Will of Allah, Allah had to give us time to be justified in bringing about an end to Satan’s rule. We are here in the midst, born and nursed by the devil himself. We knew nothing but the devil and the devil’s work. We didn’t have the knowledge of the devils, which is the science of Tricknollegy. All these years, he had played it on us. This is why I have been saying that we are teaching the Theology, the knowledge of secret things said in a theological way, which we had not been studying. We never were smart enough to study the theology side of things. So many of us never went to school for such. “

The Most Honorable Elijah Muhammad Theology of Time p.

OUTCOMES It is the intended and desired outcome of the courses of study in the School of Theological Studies is that the student is able to memorize by heart and recite "all forms of said Lessons." The study of the true knowledge of Allah (God) sets the base for all other learning. It is also the desired outcome of these courses of study within this school is that the student is able to delve deeply into the theology of mathematics, language, science and histories contained within the Lessons, see the hand of God over His Creation and integrate this understanding into all disciplines across the curriculum. Furthermore, and lastly it is the desired outcome of the courses of study within in the School of Theological Studies that the courses becomes a coloring or lens through which the student views the world. The School of Theological Studies contains departments of concentrated studies. The departments are; The Department of Islamic Studies, The Department of Religious Studies (world religions) and The Department of Metaphysics and Cosmogony (The Origins of the Universe). Department of Islamic Studies Supreme Wisdom Lessons The Books and Teachings of the Most Honorable Elijah Muhammad

The Message to the Blackman in America

Our Saviour Has Arrived

Muslim Daily Prayer Book

The Books and Body of Works of the Honorable Minister Louis Farrakhan

Muslim Daily Prayer Book

Islamic History: Past, Present and Future

The Islamic Life as lead and exemplified by The Most Honorable Elijah Muhammad

The Life and Times of the Honorable Minister Louis Farrakhan

The Sunnah of Prophet Muhammad

The Life and Times of the Companions of The Most Honorable Elijah Muhammad, The Honorable Minister Louis Farrakhan, and Prophet Muhammad ibn Abdullah

The Hadith of Prophet Muhammad

Qur’anic Studies

History

Recitation

Tafsir (Explanation)

Comparative Studies with Translations

Department of Religious Studies

Monotheistic Religions

World Religions: Past, Present and Future Department of Metaphysics and Cosmogony

The Self-Creation of the First God

The Origin of the Universe

The Study of What is Real (Allah the Only Reality)

Causality (The Science of Cause and Affect)

The Science of Re-Creation School of Mathematical Theology MATHEMATICAL THEOLOGY COURSE DESCRIPTION Foundational Mathematics for Nation Building Support for the School of Theological Studies Based on Supreme Wisdom Lessons and the Teachings of the Most Honorable

Elijah Muhammad "We must learn the root of mathematics. This is a very important course. We cannot build a nation without mathematics."

The Most Honorable Elijah Muhammad July 5, 1968 INTRODUCTION The School of Mathematical Theology includes the study of Arithmetic, Algebra, Geometry, Trigonometry and Calculus. The courses of study within this school are also a transcendent study of the relationships between the physical and spiritual worlds using signs, symbols and proofs. Signs and symbols speak to a part of the mind that is not accessed by mathematical proofs alone. The School of Mathematical Theology is a school of study which includes natural theology wherein the student derives knowledge of God from the study of nature in which the student achieves personal union with the Allah. Islam (the entire submission to the Will of Allah) is synonymous with Mathematics and Mathematics with Islam because the root of Mathematics is Truth and the Ultimate Truth in the Universe is Allah. This body of study begins as a concrete construct learning numbers as symbols and number relations, number operations then the application of mathematics in the physical

world starting in the first levels of learning and then as the student progress their understanding should evolve into a transcendent understanding of mathematics as the root of the universe. OUTCOMES It is the desired outcome of the course of study within the School of Mathematical Theology is that students unlock the hidden god-potential coded within their DNA and to master the one book given to the Devil to rule this world and uncover the other 59,999 books of mathematics that exist within themselves. The implementation of knowledge obtained from study under this school called Mathematical Theology is primarily for Nation Building purposes. The departments within the School of Mathematics are the Department of Theoretical Mathematics and The Department of Applied Mathematics. THEACHING APPROACH This mathematical teaching approach is based on "time on task" TOT. Each level is constructed to review prior knowledge and skills, teach for mastery the skill introduced at the previous level, and introduce a new skill for the up-coming level… (add info) Department of Theoretical Mathematics

Concrete Mathematics

Arithmetic

Numbers and Number Relations

Measurements

Discrete Mathematics

Abstract Mathematics

Geometry

Discrete Mathematics

Data Analysis

Probability

Algebra

Trigonometry

Calculus

Advanced Mathematics

Number Theory

Numerology Department of Applied Mathematics Engineering

Civil

Computer

Construction

Electrical

Environmental

Mechanical

Technology

The Science of the Hereafter: Unlimited Progress

Computer Engineering

Computer Programming

Electronic Engineering

Spiritual Mathematics

Egyptian Ancient Mystery Systems of Numbers

The I-Ching

Ancient Numerical Studies

Abjad numerals

School of Mathematic Language (Arts and Science) PARADIGM FOR MATHEMATIC LANGUAGE (Arts and Science) MATHEMATICAL LANGUAGE Language Arts Support for the School of Mathematic Language Arts and Science Based on Supreme Wisdom Lessons and the Teachings of

the Most Honorable Elijah Muhammad "We have rules from Allah, and we have millions of people to teach the knowledge of self and to education to compete with others. We must learn their language, the signs of communication with various peoples of the earth. We must learn and teach the essentials of having the knowledge of the signs of a nation's language. This is very important."

The Most Honorable Elijah Muhammad July 5, 1968

“English is all that we know right now. It is a language that we must master because ideas are conveyed by through words. If we don’t understand the words and the shades of meanings of those words, we can be deceived by means of language.2”

The Honorable Minister Louis Farrakhan

“The Mahdi is a world traveler. He told me that he had traveled the world over and that he had visited the Isles of the Pacific, Japan and China, Canada, Alaska, the North Pole, India, Pakistan, all of the Near East and Africa. He had

2 ‘The True Mission of the Black Educator in the 21st Century,” The Honorable Minister Farrakhan, Los Angeles, CA 1981

studied the wild life in the jungles of Africa and learned the language of the birds. He could speak 16 languages and could write 10 of them. He visited every inhabited place on the earth and had pictured and extracted the language of the people on Mars and had a knowledge of all life in the universe. He could recite by heart the histories of the world as far back as 150,000 years and knew the beginning and end of all things.”

The History of Jesus' Birth and Death and What It Means to You and Me

by the Most Honorable Elijah Muhammad July 20, 1957

INTRODUCTION The School of Mathematic Language Arts and Science is a school of language and communication. Mathematical Language Arts and Science is a scientific system of communication with its own set of conventions or special words (the base of The Language is taken from The Supreme Wisdom Lessons by Master Fard Muhammad See Problem No 13 – Average man speaks four hundred words considered well). It is a range of reading, writing and research skills taught at Muhammad University of Islam that are designed to give student mastery of the English language and their second and third languages (Arabic, Spanish or French) including all forms of written and verbal expression OUTCOMES It is the initial objectives of this curriculum called Mathematic Language Arts and Science is to have each student master his/her first language as they master a second and third language of their choosing. It is a future goal for the student to begin to develop new languages based on mathematical concepts and truths such as in Arabic with it bi and tri-letter root words. As over a period of years, English as a first language will be replaced by a language all together new as the student becomes immersed in Arabic as a first language. This process may take up to 20 years after implementation. The School of Mathematic Language Arts and Science includes the Department of English, The Department of Arabic, The Department of Spanish, The Department of Chinese, The Department of Linguistics and The Department of Code-Breaking. “In the New World you will not be able to speak the English Language. The English language by us will be stopped. No language of the infidel should be spoken by the Righteous, as there are some in Orthodox Muslim world, whom I have met myself, and they refuse to speak English. This is the truth. English is a bastard language, for it s a language made up of other languages. It is a dependent language. So we see way it is necessary for us to have a new language.3” Furthermore, it is a desired outcome of this curriculum for the student to Master the one book of Language given to Prophet Moses and as he/she uncovers the 59,999 other books of Language that exist but have been hidden from the Devil for over 6 thousand years. Department of English Language

Reading

Letter Recognition

Phonics

Sight Words

Vocabulary

Word Origins

Spelling

Recitation and Diction Grammar

Sentence and Sentence Structure

Parts of Speech

Sentence Diagramming Composition

Types of Compositions

3 Our Saviour Has Arrived by the Honorable Elijah Muhammad, 1974

Proof Reading and Editing

Creating and Portfolio Building Literature

World Literature

Biblical Literature

Scriptural Literature (Sufi, Eastern Holy Writings)

Poetry (Interpreting and Composing) Department of Arabic Language

Reading

Letter Recognition

Phonics

Sight Words

Vocabulary

Root Word Meaning

Spelling

Recitation and Diction Grammar

Sentence and Sentence Structure

Parts of Speech

Department Spanish Language Reading

Phonics

Sight Words

Vocabulary

Diction Grammar

Sentence and Sentence Structure

Parts of Speech Department of Code Breaking English and Roman Letter-Number Systems Arabic Shamsid-Deen Theory of Arabic Etymology The Kabalah (Hebrew Numerology)

Other Numerology Systems

School of Sacred Science: Integrated Supreme Science (Under the Flag of Islam)

Support for the School of Sacred Science: Integrated Supreme Science (Under the Flag of Islam) Based on Supreme Wisdom Lessons and the Teachings of the Most Honorable Elijah Muhammad

“Since our Flag has been given to us to represent us as an independent Nation, it is referred to in the words “The FLAG OF ISLAM.” All this makes up the Flag of Islam which is the sphere of life in the whole Universe of space and man. The nature of its science is the greatness of the unlimited wisdom of the Designer, the great source of goodness for all that is under and in the Flag of Islam; the Freedom, the Justice, the Equality that is freely exercised by both believer and non believer under the Flag of Islam, which is revealed for the sole purpose of teaching the great unlimited source of mercy and love that the Designer has for His creatures. They all enjoy equally the natural benefits of the SUN, MOON and STARS (the Islamic Flag) which are essential for our existence regardless of religious belief. This Flag given to we, the Lost and Found, means that Allah is now making a new Nation to become Master of the Universe under His Guidance. PARADIGM FOR SUPREME SCIENCE EDUCATION “When you read the Lessons, the Problem Book, the back issues and centerfold of the Muhammad Speaks it talks about the need for science and technology, mathematics, astronomy, engineering, and agriculture. We need to understand that science and technology is your means of rulership. Science is the process of discovery that reveals the underlying principles by which the universe is run. Science reveals the principles by which Allah created the heavens and the Earth. The mastery of science and the principles of science leads to the development of technology. Technology is the means of exercising power over the forces of nature. What god doesn’t know science. The Honorable Elijah Muhammad described the twelve rulers of the Nation of Islam as the twelve scientist. You can’t build a world without science and technology. You can’t concur a territory without knowing science. If you did, you could not hold it. If you claim to be the Original Man, you are the Maker or that is an engineer.4”

Nation of Islam: The Next 50 Years. America’s Fall & Our Rise Dr. Alim Abdul Muhammad

Muhammad Mosque #45, Houston, TX Sunday, June 10 2007

INTRODUCTION: Supreme Science is the highest degree of the study of the physical world and its manifestations, but more importantly spiritual underpinnings of this discipline, especially by using systematic observations and experimentation. The object of the course of study is to engage the student in intense studies that are carried out according to developed or experimental methods as well as intuitive cognition. It is also a theology study deriving its knowledge of God from the study of nature independent of special revelation Supreme Science is also the knowledge gained by the study of the physical world. The acquisition of knowledge is building on prior knowledge. The course, Supreme Science is a designed for a year round institution. Students will spend 1/2 of the school term on the new course (with the exception of Pre-K 1) and ½ of the course reviewing prior science content knowledge. OUTCOME The desired outcome of this course is to have the students think, plan and create in the same manner that the 24 Scientist also known as the Circle of Gods think and plan and create. Department of Theoretical Sciences

Alchemy

Transmutation of the Soul: Removing the Dross From Gold (The Heart)

Creation of the “Philosopher’s Stone”: The God in Man xxii Biology

The First Atom of Life: Allah’s Self Creation – A Biological Perspective

How to Give Birth to A God: The Biological Aspect Chemistry

The Elements

The Chemistry of How to Eat to Live

The Chemistry of Self

Earth Science

The Flag of Islam: A Survey Course

Ecology (Green Science)

The Theology of Time: A Survey Course

Our Saviour Has Arrived: A Survey Course

Physics

Physics of Self o Spiritual o Mental o Physical

Mechanics

Electromagnetism

Material Science

Optics

Quantum Mechanics

Music

Astrotheology Astronomy (The Scope of the Teachings of Master Fard Muhammad) Astrophysics

The Flag of Islam: A Survey Course

Cosmogony Symbolism

Department of Applied Science

Environmental Science

Restoring Balance to the Earth Medicine

Naturopathy

Allopathic Department of Mind Science

Metaphysics

Quantifying Spiritual Realities

Applied Symbolism

Study of the Mind of God

Cognitive Development (based on Truth)

Mind Mapping

Emotion vs. Reason

Dianetics The Science of Tuning In (Theology of Time p. 139)

Oiling and Turning Rusty Lock

Receiving Messages

Sending Messages Study of the Circle of Scientists

The Circle of the 35 Scientists

The Circle of the 24 Scientists

The Breaking to the Circle of the Scientists

School of True and Proper History (The Nation of Islam has No Beginning or Ending) PARADIGM FOR TRUE AND PROPER HISTORY EDUCATION

TRUE & PROPER HISTORY On April 2, 1936, in a letter to some of his ministers, the Honorable Elijah Muhammad wrote: "History, of all our studies, is most attractive and best qualified to reward our research, as it develops the springs and motives of human actions and displays the consequences of circumstances which operates most powerfully on the destines of human beings. "It stands true that we, the Lost Found Nation of Islam, in the wilderness of North America, have not applied ourselves to the study of history, but rather to folly." We did so because we did not know that history was most valuable to aid us in the knowledge of our own. He continued: "The wise man is he who has made a careful study of the past events, of ancient and modern history. The knowledge of the future is judged by the knowledge of the past. "There are some men who are born with the gift of prophecy, while others are trained into it through an intense study of history."

"When we learn their history (devils'), we know the devil. We study the men of yesterday, their leaders and teachers. We must study yesterday in order to be able to move on. To know yesterday is to know today, and we will have some knowledge of what we are expected to know. Therefore, history is very important. If we do not know the history of other people, we cannot communicate with them."

The Most Honorable Elijah Muhammad July 5, 1968

“The Mahdi is a world traveler. He told me that he had traveled the world over and that he had visited the Isles of the Pacific, Japan and China, Canada, Alaska, the North Pole, India, Pakistan, all of the Near East and Africa. He had studied the wild life in the jungles of Africa and learned the language of the birds. He could speak 16 languages and could write 10 of them. He visited every inhabited place on the earth and had pictured and extracted the language of the people on Mars and had a knowledge of all life in the universe. He could recite by heart the histories of the world as far back as 150,000 years and knew the beginning and end of all things.”

The History of Jesus' Birth and Death and What It Means to You and Me

by the Most Honorable Elijah Muhammad July 20, 1957

INTRODUCTION: True & Proper History is a method of study of history both past, present and future that transcends time as it is understood in this world (2007). It is constructed in such a manner that the student is able to utilize the records of knowledge and information related to natural phenomena based on observation and investigation analyzes of past events and present occurrences and arrive at the precise position in time in the future. True and Proper History is an accurate account of past events both during the 6000 year vacuum of time ruled by Yacub and his made devils and back 66 trillion years ago to the making of the Sun. True & Proper History is based on and in God-knowledge. OUTCOMES The intended outcome of this curriculum is to have to student well-knowledgeable in the Histories of the Original Man as far back as 78 trillion years ago all the way into the future events that are yet to unfold. The premise of this pupil progression plan (PPP) is to introduce the student to his or her own history first, then other histories and cultures secondarily. The purpose is to give the student a root in themselves before an indoctrination of foreign socialization can take place. Department of Nation of Islam Studies

Beginning to 78 trillion years o Consciousness (Spirit / Soul) o The Atom (Dark Matter), Electricity (Dark Energy) and Substantive Darkness (Black Hole): Time Frozen

in Darkness o Brain [Light (Electromagnetic Radiation and Dense Matter)]: Motion and Time Begins to thaw out, NO

Reckoning (Phase Change –see chemistry): The ability to move back and forward through time. The collapse of time onto itself:

The Creator Allah’s Conscious VISIONS the perfection of Himself and His Creation) in time 78+ trillion years ahead.

o Mind (Reason and Order) Understanding and Organizing Thought to Project on Matter Allah Plans Thought (electro-chemical process) projects on to matter through The Will (which is Power or

Work done in Time) Creates a Force also known as the Electro-magnetic Force (LOVE: Ramat - Rahman) that causes a Vibration which produces sound: BE (and IT IS (EXSIST): the Atom rotates, heat energy is produced, intrinsic visible light is formed within the Atom and the UNIVERSE BEGINS). Dark Matter Condenses. The Elements begin to form.

First Law of the Universe: Movement o Body – Earth (Dense Matter)

It took 6 Periods of Time (6 trillion years) to build up in the Dark Womb of Space-Time.

78trillion to 76 trillion years ago o The coming forth of Allah (The Creator-God) from the Darkness of Space-Time “building up on” the

Placenta-Earth (Asia): Elements and Chemicals or Organic-Black Material: Carbon-Based. Carbon 12 (Point No. 12 of What the Muslims Believes) and water

The coming forth of the Asiatic Blackman. Second Law of the Universe: Order

o Allah’s Self-Study The Discovery of the Black Germ (Righteous and Strong Nature or Force also known as the

nuclear force) and the Brown Germ (Evil and Weak Nature or Force also known as the Weak force or gravitational force)

Re-arranging the Matter (Shifting DNA and Chromosomes to Isolate Gametes or Sex-Cells) o The Creation of the Wo(man)

The Woman Created after the Substantive Darkness and the Womb of Space to Reproduce (produce again – Life after the Order of the Self-Creation of Allah the Creator)

The Female Comes Forth: The Co-Creator and LABORATORY of the Creator God (Allah)

The Two Allah and the Woman Build up MASS (Matter) rotating and vibrating in Space-Time and the Creator projects Thought Force – Rahmat – Rahim) onto Matter and Produces Visible Light outside of Himself to make manifest that which was hidden.

The Universe is set on The Course of Eventual Perfection through the Womb of the Wo(man) – Rahmat – Rabbi-al-Amin.

It took six (6) trillion years between the creation of life out of darkness to the creation of the present day SUN which took 6 trillion years.

o The Creation of the Sun (Light, Life, Power) The Sun burst force from darkness and dispels the darkness (ignorance). Truth is made

manifest from falsehood. The brain is made on the order of truth and made to think rightly. The Sun represent (re-presents) Freedom: The Freedom of the Creator God (Allah) to Think, Plan and Bring into Existence the He/She Wills. Shedding the Light of Truth in Darkness makes manifest falsehood which is Judged in Truth. Malik Yawm al-Din - Master of the Day of Judgment. The Self-Accusing Spirit (of Truth) which Allah gives to Man: His Vicegerent. The Sun gives Light, Life and Power as does the Truth, but the Sun also burns and purifies from impurities (the Brown Germ).

The Reckoning of Time Begins! 76 trillion years of 35 thousand year cycles of time. The Movement of Time towards Perfection of the Universe through Man. .

76 trillion to 66 trillion o Allah – God(s) walked the Earth (Asia) with His Offspring (The Children of God). The Knowledge of God

was known to EVERYONE. Allah communed (communicated) with His Children. Language was created. Arabic (the language of the air or rarified air called “Ether” is the Original Language that Allah used to communicate with.

o Asia (The Earth and Asia the supercontinent (35,000 miles in circumference – MTTBM pg. 109) and her Poles were oriented at a 90◦ (degree) angle to the plane of her orbit. She was Upright (Ruled in Righteousness).

o Allah (God) or the Most Powerful of the Gods to Rule in Righteousness shared His Knowledge among a Circle of 34 other Men-Gods also known as the Circle of the Scientists. The Circle of the 35 Scientists lasted for 10 Trillion Years. These Scientists worked to bring about the Plan of the Creator God (Allah).

o The Great Separation of the Asia (Earth and Moon) The God of the Moon (The Great… Grand-daddy of Shabazz of 50 years in the future), a man

with evil intentions, tried to rule with His own understanding of the future of The Creator God’s Plan for His Creation.

The God of the Moon tries to destroy the whole planet, including himself, kills most of the Children of God except the Tribe of Shabazz through High Explosives or Dynamite. Moon rocks and space smell like gunpowder. (He blows up brain cells with the wrong type of thinking).

The God of the Moon kills Himself

The Tribe of Shabazz is left alive with this part of Asia (we know call Earth). They go in search for the Best Part of the planet to live on.

The Moon is made from the Explosion. The Moon is a satellite of the Earth without water (knowledge of God) and is devoid of life – DEAD.

The Moon is shot out into a pocket of space 12,000 miles away from the Earth. The Earth “turned over” or made a polar shift.

The Water (Knowledge of God) was falling back to the Earth from the part of the Earth called Moon, that would have caused a Great Flood.

o The Water is Splashed off of the Earth into space. To avoid flooding the planet, the Scientists controlled the flow of water back to the Earth and distributed the water as to balance the Earth. The Scientists controlled the flow of Water (Knowledge) with Their Minds.

o This act of saving the water from the destruction of the Moon was of Allah to show that regardless of what happens to the matter (Moon) the original water (knowledge) of life (spiritual life) will be saved.

The Moon is a symbol of the black man to come in Wilderness or Poor Part or unproductive (unable to re-produce God) of the Earth in what will be known as North America.

The Moon has no Atmosphere to protect Herself from outside force like the black man.

The Moon does not revolve about her axis therefore the “dark-side” of the Moon is hidden to the Earth. The Moon has no molten core, therefore she has no gravitational attraction of her own.

The Moon is trying to get back her Water (or Knowledge of Allah (God), but the time frame will be outside the Plan of The Creator God (Allah).

66 trillion - 50 thousand years ago o The Tribe of Shabazz was the first to discover the best part of our planet to live on. o The rich Nile Valley of Egypt and the present seat of the Holy City, Mecca, Arabia.

The Holy City Mecca (The Best Part of the Planet Earth. The place where the knowledge and wisdom of the original man first started when the planet was “found”.

The Holy City Mecca was also known as heaven.

50 thousand (major cycle)– 6 thousand years ago o 50 thousand years ago Shabazz (one of our dissatisfied scientists) and his family or tribe of jungles of

East Asia (Africa) in the year 16,000 two (2) cycles ago. The Original Man’s “complete fall,” (the rule of the Brown Germ also known as the weaker side

of himself – Eve. o The Red Indians of Asia (India) ruled the Earth during this period.

They were exiled from India for breaking the Law of Islam and migration into the Wilderness (The Worst Part of the planet Earth). The exile was 16,098 years ago almost 17,000 years ago.

The Indian’s exile marks the end of the last 25 thousand year cycle or the 24,000 year of the last cycle.

o Year One (1) of the current 25 thousand year cycle, The 24 Scientists predict the birth of Yakub and write it in the Nation’s Book, which was over 15098 years ago almost 16,000 years ago today (2012 A.D. on the Christian calendar)

o Yakub (the Father of the Devil) was born in the year 8,400 of the current cycle or 6,698 years ago. o Year 8,400 Yakub was born 20 miles outside of the Holy City of Mecca (heaven).

At 4 years old Yakub started school. The year was 8,404. At 6 years old Yakub discovers his purpose in life when playing with two pieces of steel and

discovers the law of the magnetic power of attraction. The year was 8,406. At the age of 18 finished all the colleges and universities of his nation and was preaching on the

streets of Mecca (heaven) for converts. The year was 8,418. Yakub and his follower (59,999 of them) were put on ships to go to the Isle Patmos (Pelan)

where they would start a new civilization.

The King of Mecca made furnished Yakub and his followers with money and other necessities of life for 20 years after they left Mecca.

Mr. Yakub sets up his government with laborers to start making his man – the grafted devil or white man. Pelan was his laboratory.

Yakub dies at 150 years old never seeing his first man made – the brown man. This was the year 8,550. Approximately 50 years later the brown man is made.

He leave literature on how to continue you experiment in making his man with his laborers.

In the year 8,600 the brown man was made. In the year 8,800 the red man was made. Also called the yellow man. In the year 9,000 the grafted white man or devil was made.

o The grafted devil – white man goes back to the Holy City, Mecca, Arabia.

6 thousand years ago- 1877 o Yakub’s grafted devil goes to Mecca and started the process of ruling over the original black man by

making trouble and causing the original man to fight and kill one another by telling lies. It took 6 months before the original man knew who the cause of the trouble was. This was in the year 9,000.

o Yakub’s devils were stripped of our costume and given an apron to hide their nakedness and driven out of paradise across the Arabian Desert in to the hills of West Asia (Europe). They were only allowed to keep their language. This took years.

o Soldiers patrolled the border between East and West Asia not to let the devils back in to paradise (Biblically known as the Garden of Eden or The Holy City Mecca in Arabia). This was between the years of 9,000 and 11,000 or between 6,000 and 4,000 years ago.

o Moses teaches the Forgotten Tricknollegy in the year 11,000 – 4,000 years ago. o The Prophets to the Jews

The Secret Relationship Between Blacks and Jews Vol. I and Vol. II. o Prophet Jesus of 2,100 years ago is the last prophets to the Jews or white race of devils. This was in the

year 13,000. o Prophet Muhammad is born 600 years later in the year 13,600. This was almost 1,500 years ago.

1877-1914

o W. D. Fard is born to Alphonso Allah and Baby G (Babiji) in Mecca, Arabia. He is the second child to the two. The first child to their union was a female child.

o Alphonso begins to educate W.D. Fard. o 1897 Elijah Poole was born in Sandersville, GA to Charlie and Maria Poole. o In 1910 - 1930 W.D. Fard becomes Madhi (the world traveler who comes on his own to find the Lost

Tribe of Israel – The Self-Guided One.) o 1914 is the end of the 6,000 year rule of Yakub’s made man.

1914 – 1930 o The 7th Day or end of the 7,000 year of Yacob’s Rule turns over in 1914. It is in the year 15,000 of the

present cycle. o In April 1923 Elijah Poole moved from Macon, GA to Detroit, MI with his wife Clara Evans Poole and their

two oldest children. o World War I starts o The United Nations is formed o The World Bank breaks up. o The Federal Reserve Bank is formed o Mr. W.D. Fard’s search continues for his people (The Lost Tribe of Israel) for 20 years while coming in

and out of North America. o In the year 1929 the American stock market crashed and America went into the Great Depression. o The Mother Plane is launched for the destruction of America from the Island of Napon (Japan) o The War of Armageddon begins upon the Coming of Allah (God) in the Person of Master Fard

Muhammad. o Prophet W. D. Fard makes himself known July 4, 1930 in the Black Bottoms of Detroit, MI.

1930 – 1975 o In September of 1931 Allah under the guise of Prophet W.D. Fard met his Student – Elijah Poole. The

fulfillment of the sign of Joseph and Mary (mother of Jesus). o The Recreation of the Universe from the Atom, the First of a Type, the Original Man: Elijah Poole (The

Most Honorable Elijah Muhammad) o Elijah (Karriem) Muhammad’s education begins. His education takes 3 ½ years from 1932 – February

1934. Elijah becomes pregnant with a baby Nation. o May 11, 1933 Louis Walcott was born in Roxbury, NY. o In 1934 Elijah went to jail in Detroit for refusing to put his children in the public school. Elijah was given 6

months probation to put children back in public schools. o Elijah moved to Chicago, IL. In September of 1934. o Elijah ran from hypocrites to save the baby nation from 1935 until 1942. o World War II started in 1939 o Elijah arrested on May 8, 1942 in Washington D.C. and put in federal prison in Milan, MI for allegedly not

registering for the draft but in truth to keep him from teaching Islam on the streets during war-time for fear that black people wouldn’t fight for America if they knew the truth.

o World War II ended in 1945 when America dropped an atomic bomb on Japan. o Elijah Muhammad was released from prison in August 1946. o Elijah Muhammad began rebuilding the Nation of Islam. o In 1953 Malcolm Little later known as Malcolm X joined the Nation of Islam. o In 1955 Louis Walcott later known as Louis X, then Louis Farrakhan joined the Nation of Islam. o On February 25, 1975 Elijah Muhammad departs from among the Nation of Islam to the Mother Plane

with Master Fard Muhammad on the heels of death plot against him. Wallace D. Muhammad, son of the Most Honorable Elijah Muhammad takes the leadership of The Nation of Islam on February 26, 1975,

1975 – 1978 o Minister Farrakhan leaves the Nation of Islam under the leadership of W.D. Muhammad, later to be

known as Imam Warrith Deen Mohammed. o In September of 1977? Minister Farrakhan meets with Bernard Cushmeer (later known as Jabril

Muhammad) so that he can tell Minister Farrakhan of this work of rebuilding the Nation of Islam and the work of The Honorable Elijah Muhammad.

o Minister Farrakhan works underground organizing Study Groups based on the Teachings of the Most Honorable Elijah Muhammad

1979 - 1995 o The Honorable Minister Louis Farrakhan announces the rebirth of the Nation of Islam and the rebuilding

of the work of the Most Honorable Elijah Muhammad. o In 1981 the Nation of Islam repurchases Mosque No. 2 in Chicago and is named Mosque Maryam. o In September of 1985 Minister Farrakhan receives communication from the Honorable Elijah Muhammad

on the Mother Plane. o Minister Farrakhan goes on a world tour. o Minster Farrakhan launches a Stop the Killing tour in America.

1995 – present o On Monday October 16, 1995 the Honorable Minister Farrakhan convenes the Million Man March where

2 million black men attended in Washington, D.C. o October 2000 - the Million Family March. o 2005 the 10th Anniversary of the Million Man March.

Future -The Hearafter (The Destruction of the Mind of Yacob and the Brown Germ). The world after the power and rule of the white race and the mind of white supremacy is broken forever.

Department of The Science of World Histories (Patterns of Rise and Falls of Nations)

Root of Civilization (Arabia and Egypt)

African Civilizations

Japanese Civilizations

Chinese Civilizations

Ancient Far Eastern Indian Civilizations

Exiled Indian Civilizations

European Civilizations

Department of Geography (The total area of land and water is 196,940,000 square miles)

Topography

Geology

The Flag of Islam: A Survey Course

Department of Social and Economic Systems Studies

Fall of America: A Survey Course

Torchlight for America: A Survey Course

Millions More Movement National Agenda: A Survey Course

Muhammad Mosque Provisional Constitution: A Survey Course

Theocracy, Democracy, Fascism, Monarchy, Oligarchy, Representative Republic

Capitalism, Free Market, Communism, Socialism

Future New World Economies and Social Structures Department of Sociology Study of Minds of the Past

The mind of The Creator God (Allah)

The mind of The Scientist Shabazz 66 trillion years ago is the root of the mind of Yacob.

The mind of The Scientist Shabazz 50 thousand years ago

The mind of The Scientist Yacob 6 thousand years ago

The mind of Alphonso Allah Master Fard Muhammad’s father

The mind of Babiji (“Baby G”) Master Fard Muhammad’s mother

The mind of Master Fard Muhammad

The mind of The Most Honorable Elijah Muhammad

The mind of The Honorable Minister Louis Farrakhan Survey of Minds of the Present

Social Engineering: Minds of the People in the future School of How to Eat and Think to Live for Health, Nutrition and Beauty Appearance Department of Nutrition

Comprehensive study of Diet How to Eat to Live Books I and II

The Science of Nutrition

Kitchen Chemistry o Elements and the Periodic Chart

Earth and Atmospheric Chemical Composition Department of Naturopathy

Self-Healing

Light and Color Therapy

Reflexology

Music Therapy

Herbal Medicine

Acupuncture Department Allied Health

Anatomy o The Nine Systems and the Universe Within o The Tenth System: The Brain

Thinking Rightly

Midwifery o How to Give Birth to A God: Obstetrics o How to Deliver a Baby o Postpartum: The Science a Breastfeeding

Nursing

Pre-Medicine: Medicine in the Hereafter Department of Physical Education

Kinesiology and Exercise

Drill as Exercise

School of Self-Improvement: The Basis for Community Development. “Self-Improvement: The Basis for Community Development: …the improvement of each of us as human beings that is lacking in the world, and because instead of human beings improving, they are degenerating. Then there is no hope for the nations, for they are all on a path of self-destruction. The Book, the Holy Qur’an, teaches that man is created complete yet incomplete. How is man complete, yet incomplete? There are stages of evolutionary development. We start, as the Qur’an teaches (and biologist will bear witness), from a cloudy drop of water called sperm, mixed with ovum. Then we evolve into a clot, then into an embryo, then into a fetus, then we come forward – complete, yet incomplete. You are today complete, yet incomplete. If you can become one with the Creator, join with Him in a perfect union, which is a great struggles, then His Attributes, His own unique Personality, will impress Itself upon you and His own being will come across your being, so that you die, He lives, in you – thought you. When they see you, they see Him, for you are in Him and He is in you.

When you reach that point in your development where you have improved and developed to the point where you are a soul that is no longer fighting, no longer struggling, but you have reached the goal and soul is at rest; you are well-pleased with God and God is well-pleased with you. That’s the goal. But to reach this great goal, there is struggle at every stage. After overcoming one stage, there is ease to build you up for the next stage of struggle. This is the path to God and this is the path to self-improvement.”

The Honorable Minister Louis Farrakhan Self-Improvement: The Basis for Community Development

Phoenix, Arizona September 21, 1986

INTRODUCTION:

OUTCOME The desired outcome of this course is to have the students develop their character to the point that the love of the Allah, Who appeared in the Person of Master Fard Muhammad, The Most Honorable Elijah Muhammad, the Messenger of Allah, Minister Louis Farrakhan, the Divine Reminder and the Law that they represent which is the Nation’s success at all times. It is also the desired outcome of this course that the student becomes self-disciplined to the point where they become self-directed in their actions and self-regulated. By matriculation into the Mastery Program, the student will have developed to the degree that they have chose a path of study that they would like to specialize in which will aid in building a Nation of Islam. Self-improvement is the basis of community (nation) development.

Department Self-Improvement Theory

Self-Improvement

The Will of God Part I

The Will of God Part II

The Will of God Part III

Study Guide 1: Mixed Feelings and Controversy: How Do Your Handle It?

Study Guide 2: Building Human Potential

Study Guide 3: Overcoming Difficulty

Study Guide 4: The Struggle for Balance

Study Guide 5: Building the Will Part I

Study Guide 6: Building the Will Part II

Study Guide 7: Building the Will Part III

Study Guide 8: Building the Will Part IV

Study Guide 9: Our Intimate Relationship with the Rabbi-L-‘Alamin

Study Guide 10: The God Within

Study Guide 11: Allah (God) Is the True Center of Everything

Study Guide 12: The Four Great Impediments to Self-Development

Study Guide 13: The Price of Redemption

Study Guide 14: Respect For Authority

Study Guide 15: The Characteristic of Humility

Study Guide 16: The Law of God

Study Guide 17: Hypocrisy and Conspiracy

Study Guide 19: The Knowledge of God

Study Guide 18: Rising Above Emotion Into the Thinking of God

Study Guide 20: Closing the Gap

Study Guide 21: The Educational Challenge: A New Educational Paradigm For the 21st Century Dianetics Therapy Course Work Theory

Dianetics o Educational o Political o Medical o Social

Department of Self-Improvement Practicum and Research

Study Guide 1: Mixed Feelings and Controversy: How Do Your Handle It?

Study Guide 2: Building Human Potential

Study Guide 3: Overcoming Difficulty

Study Guide 4: The Struggle for Balance

Study Guide 5: Building the Will Part I

Study Guide 6: Building the Will Part II

Study Guide 7: Building the Will Part III

Study Guide 8: Building the Will Part IV

Study Guide 9: Our Intimate Relationship with the Rabbi-L-‘Alamin

Study Guide 10: The God Within

Study Guide 11: Allah (God) Is the True Center of Everything

Study Guide 12: The Four Great Impediments to Self-Development

Study Guide 13: The Price of Redemption

Study Guide 14: Respect For Authority

Study Guide 15: The Characteristic of Humility

Study Guide 16: The Law of God

Study Guide 17: Hypocrisy and Conspiracy

Study Guide 19: The Knowledge of God

Study Guide 18: Rising Above Emotion Into the Thinking of God

Study Guide 20: Closing the Gap

Study Guide 21: The Educational Challenge: A New Educational Paradigm For the 21st Century

Dianetics Therapy Course Work Practicum

Dianetics Auditing

School of Nation Building Skills and Vocations Department of Nation Building Theory Agriculture

Wholistic and Organic Farming

Natural Animal Husbandry Accounting / Finance

Bookkeeping

Just Business Management and Practices

N.O.I. Secretarial Training Carpentry

Logging and Raw material processing (Green Technology)

Cabinet Building

Furniture Building

General Construction

Green Construction Practices and Material Science

Feng Shu: Designing and Constructing with Nature

Home Economics

Eco-Friendly Housekeeping

Economical Home Management Practices

Textile and Fashion Design

Sewing and Tailoring

Culinary Arts and How to Eat to Live

Adult Responsibility

Childcare: Birth to 2 years old

Electronics

Designing Circuit Boards

Repair of Electronic Devices

Electrician

Building Wiring

Engineering

Civil

Chemical

Computer

Construction

Electrical

Mechanical

Masonry

The material science of brick-making (green technology)

Brick laying Mechanics

Auto Repair

Body Work

Small motors building and repair

Military Science

F.O.I. Military Training

M.G.T. Vanguard Military Training

Officer Training

Art of War

Martial Arts

Mental Combat

Defensive Tactics

Natural Disaster Preparedness

Ministry Training

Message to the Blackman in America Comprehensive Curriculum

Holy Qur’an Comprehensive Course

New and Old Testaments of the King James Version of The Bible

The Bible: A Comparative Study of Versions

A Comprehensive Survey of Books of The Most Honorable Elijah Muhammad and The Honorable Minister Louis Farrakhan

World Religions

Doxology (Speech Writing)

The Proper Way of Handling People

Techniques of Speech: Presentation and Delivery

Organization Management

Community Relations Multi-media design /Mass Communications

Journalism o Print o Broadcast

Publishing o Magazine o Journals o Books

Broadcasting o Television o Radio o Podcast

Public Relations o Advertising o Campaigns o Promotions

Teachership / Education/ Childcare Other

Department of Nation Building Skills and Apprenticeship School of Arts, Culture and General Civilization

Department of Arts and Culture Theory Performing Arts

Music Theory o Tone Color Alchemy: Perfect Pitch Development Program o Voice o Instruments

Dance Theory

History Theater Arts Filmmaking

Screenplays Writing

Film Production

Cinematography

Fine Arts Survey

Sculpting

Drawing

Painting

Alternative Medium Department of Arts and Culture Practicum Music Performance Dance Performance Theater Performance Fine Arts

Sculpting

Drawing

Painting Department of Arts and Culture Internship

Music Production

Dance Production

Theater Production

Art Exhibition

VI. Strategies for Professional Development and Instruction Teaching Standards

Standards assist educators in evaluating accomplished teaching. The Nation’s Board for Highly Qualified Teaching Standards (NBHQTS) developed a process to determine whether a teacher possesses the attributes of accomplished teaching based on their standards in each of the certificate areas. Student-Teacher Professional Development (STPD) Who Can Be A Student-Teacher?

The requirements for teaching in a Muhammad University of Islam has not been established to date (2008), however the framers offer a criteria to meet the needs of the student as well as can accommodate educators at different levels of their qualification/certification path.

The Honorable Minister Louis Farrakhan said in a table talk with participants in a National Curriculum Conference that in the future, the Nation of Islam will establish its own certification program for teachers, as well as offer methods classes and grant diplomas to its own student-teachers. Levels Of Teacher Certification Are As Follows:

1: Levels 1-4 (Grade Equivalents KG-4th) Ages 3-6 2. Levels 5-7 (Grades Equivalents 5th-8th) Ages 7-9 3. Levels 8-11 (Grades Equivalents 9th -12th) Ages 10-13 4. Mastery Level (Grades 9th-12th) (Grade Equivalent Undergraduate Degree) Ages 14-16 5. Application Level (Grade Equivalent is Graduate Degree (17-18+)

What Are The Academic Requirements To Teach This Curriculum Certification Requirements:

1. Levels 1-4 (Grades Pre K1 – 1st): High School Diploma, 40 Hours of Muhammad University of Islam Methods Classes, Passage of National Board Certification for will be administered through certified MUI Teacher College Programs.

2. Levels 5 – 7 (Grades 2-4): College Degree from 4-year College or University, 40 Hours of Muhammad

University of Islam Methods Classes, Passage of National Board NOI General Content Knowledge (GCK) and MUI Principles of Teaching (PT) Tests for Certification. These tests will be administered through certified MUI Teacher College Programs.

3. Levels 8 – 11 (Grades 5 – 8): College Degree in Content Area or (27 hours in content), 40 Hours of

Muhammad University of Islam Methods Classes, Passage of National Board NOI General Content Knowledge (GCK) and MUI Principles of Teaching (PT) Tests for Certification. These tests will be administered through certified MUI Teacher College Programs.

4. Mastery Level (Grades 9 – 12): Graduate Degree in Content Area or Degree in Content Area plus 24 hours in

content area (Graduate School or Continuing Education Courses), Certification in Technical Area, or a minimum of 5 years of work in the Technical Area, Passage of National Board NOI General Content Knowledge (GCK) and MUI Principles of Teaching (PT) Tests for Certification. These tests will be administered through certified MUI Teacher College Programs.

Honor the profession of teaching “Teachers are the stewards of the proper cultivation of the people. Without teachers, we have an underdeveloped people. With an underdeveloped people, we set the stage for a backward society, which we are witnessing in the present-day reversal of America as a world power. The Honorable Elijah Muhammad said that education is the torchlight of civilization. If the educational system is declining, this is a sign that the whole of the civilization will follow into a state of decline. What are we going to do about a country that can give a man millions of dollars to throw a ball into a hoop and will not pay an educator an adequate salary? What does this say about our understanding of education and its importance? We have a serious misplacement of values and priorities that needs to be corrected. Teachers must be compensated commensurate with their role in society. We have to restore honor among those who choose and are employed in this noble profession. Better compensation of education professionals at the public school level can help us attract and retain those whose talent is otherwise channeled into corporate America and other endeavors that pay more and provide lifestyles that are treated with respect and honor. In so doing, the school system can be more selective and use only those teachers who have a genuine love for people and a desire to bring the best out of our children. Surely, with all of the recent layoffs in corporate America, there must be an abundance of qualified people who

can provide our children with better education.”5

The Pedagogy of The Most Honorable Elijah Muhammad One of the attributes of Allah, The All-Wise God, Who is the Supreme Being, is knowledge. Knowledge is the result of learning and is a force or energy that makes its bearer accomplish or overcome obstacles, barriers and resistance. The education my people need is that knowledge, the attribute of God, which creates power to accomplish and make progress in the good things or the righteous things.xxiii

1. First, my people must be taught the knowledge of self. Then and only then will they be able to understand others and that which surrounds them.

a. Gaining the knowledge of self makes us unite into a great unity. b. Gaining knowledge of self makes you take on the great virtue of learning.

2. The proper education which removes us from the shackles of slavery and servitude. 3. The proper education leaves us in a superior position with a future. 4. The proper education should leave us in the position to employ ourselves. 5. Our children should be educated in schools without whites up to 15 or 16 years old. 6. Our children should be educated in single-sex classes. 7. Our children should seek higher education without the danger of losing respect for self. 8. Our children should seek higher education without the danger of losing their identity. 9. A proper education is one where our people will become better students than their teacher. 10. A proper education is one which will instill the idea and desire to get something of your won, a country of your own

and jobs of your own. 11. A proper education for our people will let them exercise the right of freedom. 12. Proper education will elevate our people. 13. A proper education will eliminates division among black people. 14. Acquiring a proper education creates unity and makes black people desire to be with our own. 15. A proper education should include history of the black nation, the knowledge of civilization of man and the universe

and all the sciences. 16. A proper education must instill within our people the desire to learn and then uses the learning for self.

VII. Instructional Technology Strategies Technology And Modern Equipment

5 The Purpose of Education, The Honorable Minister Louis Farrakhan

A Lion in a cage walks back and forth, sixty feet per minute, seeking a way out of the cage. It took nearly four centuries to

find the door. Now, with modern equipment, he is walking thousand feet per minute…

Modern Equipment is defined as:

Modern: 1a : of, relating to, or characteristic of the present or the immediate past : CONTEMPORARY : of, relating to, or characteristic of a period extending from a relevant remote past to the present time 2 : involving recent techniques, methods, or ideas : UP-TO-DATE 3 capitalized : of, relating to, or having the characteristics of the present or most recent period of development of a language 4: of or relating to modernism : MODERNIST Equipment: 1a : the set of articles or physical resources serving to EQUIP a person or thing: as (1) : the implements used in an operation or activity : APPARATUS <sports equipment> (2) : all the fixed ASSETS other than land and buildings of a business enterprise (3) : the ROLLING STOCK of a railway b : a piece of such equipment 2 a : the EQUIPPING of a person or thing b : the state of being EQUIPPED 3 : mental or emotional traits or resources : ENDOWMENT Thusly, Modern Equipment is more involving recent techniques, methods, or ideas (in the proper term) mental or emotional traits or recourses. Just as all is both a process and content, so is technology. As a process, technology is the using of scientific knowledge and other resources to develop new products and processes. While the emphasis in theology is on gaining knowledge of the natural and spiritual world, the emphasis in technology is on finding practical ways to apply that knowledge to solve problems. (The Problem Book) The emphasis of technology in the classroom should be on knowledge construction to solve problems. The posing and solving of problems that are increasingly complex will enable student to develop skills that are vital to living in a technical world.... (Research of historical facts, evidence and proofs to support or buttress the assertion that Allah came in the Person of Master Fard Muhammad and “...What is meant by the Laborers’ answers to all LESSONS in the Past, Present and Future being PERFECT is that we must know and be Able To Prove, at all times, to the New Converts that the LESSONS that OUR SAVIOUR (ALLAH) gave us to Study and Learn is the Fulfillment of the Prophecies of All the Former Prophets… ) Student should develop an awareness and appreciation for the continuing progress in technology as it affects the quality of individual lives as well as society, in order to become better informed citizens and consumer and become computer literate and proficient, as it applies to the computer's capability to acquire data (with sensors), interpret data (by graphing), and as a research tool (library and Internet). (Reports) Materials And Equipment Instructional materials and equipment can increase students' interest and improve achievement: they deserve a prominent place in education. Students should have access to materials and equipment and be offered opportunities to learn to use them effectively. It is essential that classroom teachers have the necessary non-consumable and consumable materials and equipment provided and that they be maintained and / or replenished.

VIII. Sample Programs and Curriculum Units

Building The Curriculum: From Unit To Lesson Plans Thematic Units Thematic Units The overarching concept of this curriculum is integrated learning through Thematic Units that centered around the Lessons of Master Fard Muhammad contained in the Supreme Wisdom. There are four (4) ten-week (10) units per level based on a 200-day school term. Each unit will take one question and answer, question, instruction, story or fact and base ALL of the Core Course and Electives around that theme. This will be across the grade levels in each school. Each school term, the themes will change- moving through the entire Book of Lessons. All of the supporting materials will be based on same theme e.g. bulletin boards, research assignments, reading assignments, etc. (See pix of bulletin board: "We are Building a Nation of Islam." (See Appendix)

Thematic Instruction Definition Thematic instruction is the organization of a curriculum around macro "themes." Thematic instruction integrates basic disciplines like reading, math, and science with the exploration of a broad subject, such as communities, rain forests, river basins, the use of energy, and so on. For example Problem No. 28 in the Problem Book reads:

The Nile River is the longest on the Planet… Tell us how many States of the United States of North America could be state right inside in the area of the Nile River. The rest can be put in the Congo River, whose area equals two million, three hundred sixty-nine and one-half miles. How much would you have left after putting all the States in? Germany equals fifty-five thousand square miles. England equals forty-five thousand square mile and the rest of the Caves, Hillside and Mountains equal twenty-one thousand square miles… The broad theme is the Nile River. This problem can be integrated into readings about Egypt, math problems and measurements, earth science, etc…

IX. Instructional Materials Criteria

The Teaching and Learning Approach Teaching and Learning Methodologies

The Law Of Cause And Effect

Every human thought, word and deed is a Cause that sets off a wave of energy throughout the universe, creating calm and desirable, or stormy and undesirable Effects. Every Cause, whether individual or collectively by government, results in an Effect, from the microcosm to the macrocosm. This is the primary method of teaching all subjects: cause and effect. There is no effect without a cause and no cause that does not produce an effect. Therefore students are taught to seek out a cause for every effect and vice versa. Each subject must be taught in this manner!

My dear brother and sister, Black people are afraid of mathematics. “Ooh, it’s so difficult.” And because you approach everything without the mind of a master, everything is difficult, because you are approaching it wrongly. I am going to tell you something about White people: They are not approaching discipline like they are not the master. You don’t know the Law of Cause and Effect, so you are spooky-minded. Not White people; White people know they can master this, and every day of their life, somebody is trying to master the Laws of Creation.6

An Integrated And Wholistic Approach There exist many philosophies about educational approaches or pedagogy. This curriculum is a synthesis of different methods. As the Most Honorable Elijah Muhammad state in Our Saviour Has Arrived, the next life will grow out of this old life. The ultimate goal is to truly educate the student into a knowledge of himself, her God, the enemy to self and their heavenly home. The best and most effective practices will be adapted to students’ needs and learning styles to accomplish the above said. Outcome-Based Approach (Mathematical Theology) The overarching approach of teaching and learning under The Supreme Wisdom Curriculum is based on what is known as Outcome-Based Education (OBE). It is a student-centered learning philosophy that focuses on empirically measured student performance, which is called outcomes. It requires that student demonstrate that they have learned the required skills and content through verbal expression, demonstrations both mentally, physically and morally.

6 The Honorable Minister Louis Farrakhan, “The Education Challenge: A New Educational Paradigm For The 21st Century, August 3,

2008

Student-centered learning is incorporated in the curriculum. This type of learning is focused on the student’s needs, abilities, interests and learning style with the teacher as a facilitator of learning. This classroom teaching method acknowledges student’s voice as central to the learning experience for every learner. Student–centered learning requires Student’s to be active, responsible participants in their own learning. Project-Based Approach (True And Proper History And Arts & Culture Classes) Central to The Supreme Wisdom Curriculum is Project-Based Learning or PBL. This type of learning is done more in social science classes – True and Proper History and Arts and Culture Classes. It is a constructivist pedagogy that intends to bring about deep learning by allowing learners to use an inquiry based approach to engage with issues and questions that are rich, real and relevant to their lives. For example, a class of LEVEL 3 students is given the year long project to plan, design and construct a town in the Nation of Islam. Students work together cooperatively to complete the project and present their plans and model at the end of the school term during Saviours’ Day Month. PBL is an approach for classroom activity that emphasizes learning activities that are long-term, interdisciplinary and student-centered. This approach is generally less structured than traditional, teacher-led classroom activities; in a project-based class, students often must organize their own work and manage their own time. Within the project-based learning framework, students collaborate, working together to make sense of what is going on. Project-based instruction differs from inquiry-based activity by its emphasis on collaborative learning. Additionally, project-based instruction differs from traditional inquiry by its emphasis on students’ own artifact construction to represent what is being learned. Inquiry-Based Learning (Theological Studies And Supreme Science Classes) Inquiry based curriculum and teaching techniques is a learning process or strategy rather than any specific set of lessons. This process aims to enhance learning based on (1) increased student involvement, (2) multiple ways of knowing and (3) sequential phases of cognition. By using student derived investigations knowledge is more relevant and meaningful. This investment in the curriculum and learning process leads to active construction of meaningful knowledge, rather than passive acquisition of facts transmitted from a lecturer. Next, by engaging students' multiple intelligences more types of students are successful contributors and students are engaged on more than one level. In addition, this process leads to more complete cognition by building on previously learned knowledge. Lastly, the student to student collaboration reinforces assimilation of knowledge, while the teacher to student collaboration builds trust for future discovery. Also known as project based curriculum, it typically adheres to the following guidelines:

Start with an open-ended question or demonstration (as opposed to beginning a lesson with definitions and explanations).

Gather responses and subsequent questions from students with little comment or direction. Require students to collaborate on designing experiments or methods of inquiry. Student teams conduct experiments or gather data. If time allows, re-evaluate question based on new data and re-experiment or collect new data based on revised

question. Students present findings as an oral presentation, a poster presentation or an evaluative write-up.

Whole-Language Approach (Mathematical Language Arts And All Courses) Another component of the curriculum is Whole Language. Whole Language describes a Supreme Wisdom literacy

instructional methodology, which emphasizes that students should focus on learning Phonics: The Laborers must Speak and Use grammatic pronunciation of all words and syllables… Spelling: Spelling must be used by all Muslims girls and mothers to their children… Penmanship: Each Student should copy the Answers of Lesson Minister, Elijah Muhammad… Word Meaning or Vocabulary : ..But there is more to be understood in the words… Reading fluency: The TEMPLE READING CLASS: The Reading Class shall include all of the History… Grammar:: …and Use of grammtic pronunciation of word and syllables in Past, Future, Present, and Perfect

Tense. Speech and Recitation: That the Laborers’ Pronunciation of words and syllables must be in… Mastery of the English Language: English Lesson C-1 The Use of Mathematical Language (Arts): There are ten numbers in the Mathematic Language.

1. Steadfast focus on making meaning in reading and expressing meaning in writing; 2. Constructivist approaches to knowledge creation, emphasizing students' interpretations

of text and free expression of ideas in writing (often through daily journal entries). 3. Emphasis on high-quality and culturally diverse literature;

a. Integrating literacy skills into other areas of the curriculum, especially Theological Studies Mathematical, Theology, Supreme Science, and True and Proper History;

4. Frequent reading, (a) with students in small "guided reading/ study groups, (b) to students with "read aloud", and (c) by students independently;

5. Focus on motivational aspects of literacy, emphasizing the love of books and level-appropriate student materials;

6. Phonics-based literacy.

X. Interdisciplinary Strategies

Thematic instruction is based on the idea that people acquire knowledge best when learning in the context of a coherent "whole," and when they can connect what they're learning to the real world. Thematic instruction seeks to put the teaching of cognitive skills such as reading, mathematics, science, and writing in the context of a real-world subject that is both specific enough to be practical, and broad enough to allow creative exploration.

Thematic instruction usually occurs within an entire grade level of students. Teachers of all the different subjects taught in that particular grade work together as a team to design curriculum, instruction methods, and assessment around a pre-selected theme. Typical steps include:

1. Choosing a theme--Themes often involve a large, integrated system (such as a city, an ecosystem, and so on) or a broad concept (such as democracy, weather, and so on). Instructors often strive to connect the theme to the students' everyday life. In some cases, students participate in choosing the theme or themes.

2. Designing the integrated curriculum--The teachers involved must organize the learning objectives of their core curriculum (both process skills and content knowledge) around the theme. In the study of a river basin, for instance, math might involve calculating water flow and volume; social studies could look at the nature of river communities; science might study phenomena like weather and floods; and literature could study books and novels that focus on rivers, Tales of Ancient Egypt, by Roger Lancelyn Green. The initial design requires considerable work on the part of teachers. Again, sometimes students help design the curriculum.

3. Designing the instruction--This usually involves making changes to the class schedule, combining hours normally devoted to specific topics, organizing field trips, teaching in teams, bringing in outside experts, and so on.

4. Encouraging presentation and celebration--Because thematic instruction is often project-oriented, it frequently involves students giving collective presentations to the rest of the school or the community. Plus, students commonly create extensive visual displays.

Thematic instruction can be a powerful tool for reintegrating the curriculum and eliminating the isolated, reductionist nature of teaching around disciplines rather than experience. It requires a lot of hard, initial design work, plus a substantial restructuring of teacher relationships and class schedules.

ii Muhammad, Elijah The Honorable, Our Saviour Has Arrived, Muhammad’s Temple of Islam No. 2, Chicago, IL, 1974, p. 123 iii Muhammad, Fard Master, Supreme Wisdom Lessons, The Final Call Inc., Chicago, IL, 1995, Instruction to the Laborers no. 3 iv Farrakhan, Louis Minister, Restrictive Law of Islam is Our Success, The Nation of Islam’s Nation Center for The Re-Education & Re-Training of The Black Man and Woman of America and the World, Chicago, IL, 2012, p. 21

v et al no. 6 vi et al no. 1 vii Muhammad Mosque, The Muhammad Mosque Provisional Constitution, The Final Call Inc., Chicago, IL, 1986, p. 4 viii et al, Instructions to the Laborers, no. 2 ix et al, Instructions to the Laborers, no. 10 x Farrakhan, Louis Minister, Restrictive Law of Islam is Our Success, The Nation of Islam’s Nation Center for The Re-Education & Re-Training of The Black Man and Woman of America and the World, Chicago, IL, 2012, p. 21 xi et al, Lost-Found Muslim Lesson No. 1, no. 11 xii et al, Lost-Found Muslim Lesson No. 2, no. 18 xiii et al, Problem Book Introduction, p. 26 xiv et al, Problem Book, No. 32 xv et al, Problem Book, No. 13 xvi et al, Problem Book, No. 30 xvii et al, Problem Book, No. 31 xviii et al, Problem Book, No. 25 xix et al, Problem Book, No. 31 xx et al Instructions to the Laborers, no. 3 xxi et al Instructions to the Laborers, no. 2 xxii The philosopher's stone (Latin: lapis philosophorum) is a legendary alchemical substance said to be capable of turning base metals (lead, for example) into gold (chrysopoeia) or silver. It was also sometimes believed to be an elixir of life, useful for rejuvenation and possibly for achieving immortality. For many centuries, it was the most sought-after goal in Western alchemy. The philosopher's stone was the central symbol of the mystical terminology of alchemy, symbolizing perfection, enlightenment, and heavenly bliss. Efforts to discover the philosopher's stone were known as the Magnum Opus.

xxiii Muhammad, Elijah The Honorable, Message to the Blackman in America, The Final Call Inc., Chicago, IL, 1965, pgs. 39-41