“An Open Letter to the Students that are Retaking My Final Exam aka 5 Lessons from Talking or Cheating on My Exam”

By Mr. Westbrooks

Background: The following open letter was included in a make-up final exam for students who were caught either cheating or were under the suspicion of cheating. Their task was to read the letter and respond to it by writing a letter back to me. You can find the original version of the final exam open letter here.

I wonder if any of you went through the exam and felt remorseful at the end after you read my open letter about taking your education seriously. My guess is probably not, based on your actions during that part of the exam and after. I would like to assume the best, but I’m also familiar with some of your unscrupulous behavior from last year that just seems to be incorrigible. (As you can see, I removed the vocabulary section of the exam, and decided to throw a few of those words in this letter.) Below, are 5 lessons you should take away from having to come to school another day to retake your final exam.

  1. I’m not picking on you.

As you probably know, you’re retaking this exam because you either cheated or you talked/laughed excessively. Before I go any further, I need to emphasize that the talking and laughing was excessive talking and laughing. I say that to say other students were talking and laughing and even trying to discuss exam questions at various points; however, they did it for a little bit and stopped. You all, on the other hand, did it for the majority of the period. So, I didn’t immediately decide to give you a zero the first time you talked or copied off of someone else’s paper. I put at least five checks next to your name before I did that.

You can also argue that I didn’t give you any warnings, but I would argue that it’s fair that I didn’t give you any warnings. All of you retaking this exam aren’t new to this school and the expectations. In fact, there’s been such a strong emphasis on test-taking throughout your years in school that you’re familiar with assessment expectations from your previous schools. For too long, especially at this school, you’ve received too many empty warnings and not enough real consequences. Without real consequences, you don’t learn from your wrongdoings, and without learning from your wrongdoings, there’s no improvement in your character.

Anyway, to put that part about warnings simply: You know better.

  1. The consequences should’ve been much worse. Be thankful.

I know you’re mad as hell that Thursday wasn’t your last day of school and you had to watch your average drop two letter grades. Before you start moping, sucking your teeth, and hiking on me (see definition #2) behind my back, understand that you’re very fortunate that I’m allowing you to retake this exam. If you were at a different school, you would be stuck with that zero. If this was the SAT or PARCC, your scores would’ve been canceled, meaning they wouldn’t count, and you would have to completely retake the test. College is another level. If you talk, you’ll get a zero and removed from the room, BUT IF YOU CHEAT, you will get kicked out of that college/university entirely. That means you don’t just fail the exam or that one, specific class; you get kicked out of school COMPLETELY.

As you can see, disruptions and cheating are very serious matters. Although I probably shouldn’t be giving you chances like this, I want to give you a fair warning now, so you won’t have to suffer a rude awakening later on. You also can’t give the excuse that you didn’t know, because you heard it from Mr. Westbrooks.

  1. Respect the people that put in the work.

I don’t need to say much about talking and laughing. When you’re doing that, especially constantly, it’s distracting and you can’t really concentrate on what you’re doing. Even if people say that it’s OK, they may not really feel that way. They might say that it’s OK for you to talk and laugh while they’re working, testing, or learning because they don’t want to become the enemy. You may not seem to care about your own work or education, or you may disrupt class or the learning environment, because you’re struggling with the work, but don’t bring down the other students who are trying to learn and do their best. Either remove yourself, or talk to me privately so you can receive additional help. That’s what I’m here for.

Students put a lot of hours into learning, studying, and completing challenging assignments. The students you refer to as the “smart kids” or “good kids” weren’t born Respeck Saucewith knowledge and the ability to earn decent grades and pick up on certain skills and information quickly. They had to be trained to become that way. It takes a lot of work, practice, and sacrifice to reach that point. How does it look when they put in the hours, days, months, and years to be academic achievers, and you merely put in a few minutes to copy their answers, but you both end up enjoying the same benefits? That’s like you slaving hard at a job for 40 hours a week, and letting someone who sleeps all day at home take half of your paycheck. That sounds crazy, right? Well, that’s what you’re doing when you copy other people’s work that they put time and effort into. I don’t care if you get the liquid bottle or the powder in a can, but you need to “put some respeck” on your classmates’ names and work!

  1. You’re bad at cheating anyway, so just don’t do it.

Let’s be clear: This is not a challenge for you to prove me wrong, but I want to lighten the mood a little bit by pointing out how terrible you are at cheating. Well, you probably won’t find this funny, but I’m laughing at you. First of all, you were super obvious. You saw how small and open the room was, so of course I’m going to notice you looking at someone else’s paper. Secondly, you go on your phones to Google, and copy answers that make no sense…at all. On the “Harrison Bergeron” fill-in-the-blank, question, I gave you a small blank to fill in with ONE word (The answer was dystopian by the way). But, what did you do? You wrote a paragraph in the space below the question, and drew and an arrow to the blank. Really though?? And can any of you tell me what the word “interval” means without looking it up? No, OK. To make matters worse, you all didn’t have enough sense to change the words so everyone didn’t have the same answer. You had the same exact answer…word for word. Really though??

Don’t take this as you need to find sneakier ways to cheat. Just don’t do it!! Study! Pay attention in class! Don’t have side conversations! Ask for help, not the answers. I’m not supposed to call students mean names, so that’s not what I’m doing. I’m talking about your behavior and not your character or personality. With that being said, the ways in which you all tried to cheat was stupid, very stupid.

  1. It will catch up to you.

I hope this doesn’t happen, but let’s say after you finish reading this letter you still choose not to listen. You find better ways to cheat, you don’t get caught, or you never receive any real consequences. Just know that, you may think that you’re getting over, but it will catch up to you eventually. It may come in the form of you getting kicked out of college, or it may end up being exposed as an incompetent and ignorant student or worker, because you never really learned anything or put in any real work. Quit while you’re ahead, or suffer serious embarrassment later on.

Peace,

Mr. Westbrooks

Read the students’ responses here.

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An End-of-the-Year Open Letter to the Students of My English Classes

By Mr. Westbrooks

Background: I drafted this open letter and included it as a part of my students’ final exam. The purpose of the letter was for them to analyze an example of literature being as social commentary and to give them some parting words to reflect on over the summer. The students were also required to respond by writing an open letter back to me. Some of their responses will be included. Note: The letter was a last-minute decision, and I wrote it about an hour before the exam lol, so there was definitely more I wanted to say but didn’t have time to write.

To the current English 2B students and the larger Class of 2018:

As most of you know, I like to keep things interesting, so rather than finding a social commentary text that someone else wrote, I decided to write to you directly. With the exception of the new students that arrived this school year, we’ve been together off and on for two years now. A lot of your classmates from freshman year are no longer here for various reasons. For those of you who are still here, I’ve witnessed some of you grow behaviorally and in terms of maturity, and I’ve witnessed some of you grow academically. While we’ve made some progress, I have a few areas of concern that I would like to bring to your attention briefly. All of my comments connect to theme of taking your education seriously.

Your Education is Bigger than Grades

Passing your classes — or even earning A’s and B’s in your classes – is not an accurate indication of whether you’re prepared for the next grade or even life after high school, regardless of what you decide to do after you graduate. This is especially true considering that the work and expectations at this school aren’t challenging enough. We both know this, because I’ve heard some of you on a few occasions talk about how “easy” this school is. However, we also both know that I’ve never tried to allow my English class to be too easy for you. Just look at the social commentary posters that many of you struggled with, but eventually completed. You shouldn’t be content with school being easy, especially when many of us are far behind teenagers in other schools, states, and countries.

When you’re only concerned about earning average or good grades, you become more focused on finishing your work rather than actually learning or gaining a deeper understanding of the material. Knowing how much growth we need to make, I find it shameful that we only complete learning tasks when it’s a part of the grade. What’s even crazier, is that some of you even turn down extra credit opportunities! Even if you don’t think you need everything we’re teaching you in school, the process of learning is a habit, and it trains your brain to solve other problems that may be more relevant to you.

Yes, You Do Need an Education

Many people probably have a narrow understanding of “education.” When the word education comes up, many of us automatically think of school. But in fact, education comes in many different forms. Here are my thoughts on college: College isn’t for everyone, and everyone shouldn’t attend a college/university after high school; HOWEVER, I believe every student should have the OPTION of attending college. There shouldn’t be any student leaving high school without the skills to be successful at an institution of higher learning. Also know that earning a college degree isn’t a guarantee of financial success, but it could be if you use the higher education system to work for you.

I want you to think about education more broadly, and take it seriously. Education is any type of training or learning. You have other options besides going to college, enlisting in the army, or just getting a job. You can be an electrician, mechanic, plumber, barber/hair stylist, beautician, etc. You can own your own business, which is very important. We’re all familiar with street entrepreneurs aka trappers who employ themselves by selling illegal and destructive products in the ‘hood, so why can’t we take that entrepreneurial mentality, and start businesses that are both legal and productive?

My last point on the necessity of education: Along with attending school or learning a skill/trade, you also need a proper education of yourself. Even if you’re a platinum rapper or earning millions in the NFL, NBA, or MLB, you still need this knowledge. One of my favorite teachers (I think it was Tony Browder) once said, “Money without consciousness (awareness, knowledge, wisdom, and understanding) leads to destruction.” Money alone can compromise your morals or cause you to make stupid decisions that will lead you to losing your money.

Many of us don’t know the history of who we are and where we come from. It’s important for us to know this “old stuff” in order to give us guidance for the present and future. I hope you picked up on this lesson from our social commentary project that history repeats itself, and if we’re not aware of it and take proper action, we’re doomed to make the same mistakes that our ancestors made. On a positive note, studying the achievements of those who came before you is inspirational, and it takes away all excuses for you not being excellent. Educate yourself on who you are. Read more books (I’m not only saying that because I’m an English teacher). Watch videos and documentaries, and visit museums. There are even Instagram pages that you can follow that can provide a starting point towards knowledge of self.

Don’t Wait Until After High School

I hear some of you say “Oh, we’re still in high school, and we’ll worry about that stuff after we graduate.” No, start now. In reality, other kids your age started taking their education seriously and working towards their after high school goals in elementary school. It’s never too early to get started. The earlier you start, the better chance you have at being successful. Because of the education we’ve been given so far due to our background and where we live, we have a lot of catching up to do, and we also understand that we have to work twice as hard to get where we need to be.

Final Thoughts

I hope you read this entire letter, and you take heed to my words, and think seriously about them over the summer. I wouldn’t write this long letter if I didn’t care about you or want to see you do well. You are the present and the future, and all of us adults are depending on you to make our future better than what it is now.

Peace,

Mr. Westbrooks

Read the student responses here

It’s Time to Man Up: Reflections from an Urban Educator’s Perspective on the 2-Actor Play that Explores What it Means to be a Man

By Mr. Westbrooks

“no education. no freedom.”

ManUpthePlay  It’s Tuesday. School’s out for the year for the most part with the exception of the extra days that we’re contractually required to work. I’m cleaning and packing up my room, just to unpack it again in September. I receive an email from a coworker about an upcoming stage play called Man Up. I read the email along with the accompanying flyer, and the production was described as a two-man play that tackled the topic of manhood along with issues that men deal with such as fatherhood, relationships, bullying, substance abuse, PTSD, etc. They were holding 2 shows on Friday evening, and I knew immediately that this was something that I needed to experience.

Before I build on my immediate thoughts and reflections after viewing the play from a Black male educator’s perspective, allow me provide context without spoilers. Man Up is centered around two main characters, a Black male high school English teacher and one of his Black male students. The student, whose name is Jihaad, suffers from an ill that is all too common in our society: His father has been absent for the majority of his life. Jihaad’s bitterness about his father’s absence contributes to his challenges with school, particularly with his English teacher Mr. King. Jihaad is frustrated by Mr. King’s tough love, and Mr. King is frustrated by his inability to reach a troubled young man who exudes the potential to be great. This is another phenomenon that is quite common in urban education and something I experience regularly in my day-to-day interactions with students.

However, like any skillful or effective teacher, Mr. King used his English class as a space for therapy and release. This was a concept I learned about in one of my English education courses in grad school. Ultimately, the multimedia project on “What it Means to be a Man” would eventually lead to Jihaad coming to terms with his father not being around and finding an exemplar father figure in his teacher.

As a Black man, who happens to also be a teacher, here are three things I took away  upon viewing experiencing Man Up:

The Importance & Necessity of Black Male Teachers

In one scene, Mr. King’s day-one homie questions him on why he chose to do deal with the stress and underpayment of the teaching profession. His response is powerful, and I echo his same sentiments. There are very few male teachers in the profession. There are even fewer Black male teachers and even, even (times 2) fewer Black male English teachers. Mr. King said it simply: Black boys “need to see strong, Black men.” Having access to positive role models who look like them can leave a favorable impact on their academic success and adolescent development. This is one of the primary reasons why I perceived teaching in an urban area as a calling, and I subsequently answered the calling.

The English Classroom as a Humanizing Space

Many educators probably feel that nationally sanctioned standards and standardized test prep stunts creativity and “real learning;” however, the key components of English Language Arts remain. Students still read literature and engage in narrative, persuasive, and expository writing. There are opportunities to discuss and debate amongst one another and chances to create multimedia presentations. Despite the limitations, English teachers have a bit more wiggle room than other core content area teachers.

Rather than allowing English class to add on to the frustrations that many of our youth are already facing, the subject should do the opposite by becoming a source of therapy. I was consciously exposed to this concept while taking Prof. David Kirkland‘s “Hip-Hop and the Teaching of English” course at NYU. Via learning tasks such as the video project Mr. King had his students produce, the texts that we choose to the read, the open-ended writing activities we assign, and the thought-provoking, small group/class-wide discussions that are sparked by our effective questioning transforms the English classroom into a humanizing space.

Furthermore, the fact that the writers chose to depict the education-centered plot of Man Up as dramatic art in the form of a stage play infused with music and poetry, indirectly legitimizes the need for arts education in our schools. Even without courses in the various forms of art, English teachers can incorporate the arts into their curriculum by having students create poetry or participate in Theatre of the Oppressed activities, which I was also introduced to in the Hip Hop course.

Regardless of whether learning comes in the form of traditional tasks such as reading, writing, and discussing or in more creative forms like visual and dramatic art, providing students with spaces to express their thoughts and feelings while acknowledging and affirming their humanity will ultimately break down the psychological and emotional barriers that hinder their achievement in school without sacrificing rigor and high expectations.

All Men Need to Man Up

In the public forum, we’re often most critical of the men or boys that wreak havoc in our neighborhoods. Indeed, they need to be adjusted, but in reality we all have room for improvement. We’re critical of the Jihaad’s of the world for being annoying as hell in class and seemingly not taking their education seriously, and we demonize the men like Jihaad’s father for being deadbeat daddies. Man Up made it a point reveal that all men have challenges, even brothas like Mr. King who on the surface seem to have it altogether.

Overall, Man Up is a must-see production for its themes, lessons, humor, interactivity, aesthetic value, and its relativity to our daily challenges. Although the play is male-focused with an all-male cast and characters, there’s a message for everyone. It’s a calling for all boys and men to man up, and it’s a calling for all girls and women to set high expectations and standards for the boys and men in their lives.

Man Up will be on a 28-city tour this summer. Visit www.manuptheplay.com for more information.

Man Up Post Play

“Without teachers, there wouldn’t be any other profession.”

Mental Slaves: A Social Commentary Poem

by Mr. Westbrooks

After completing quarter three of English 2, I started teaching the same course again to a different set of students. Unfortunately, three weeks of PARCC testing threw my plans off schedule, so the students weren’t able to learn as much content/skills as the previous group of students. In lieu of the social commentary research paper, I assigned the students a project in which they would create their own social commentary literature. Being intrigued by the project-based learning opportunity I created, I decided I would do the project with them, at least partly.

Our administration’s vision was to have the students craft interdisciplinary projects that would be rich in content and aesthetically appealing to the eye. I thought U.S. History would go well with my social commentary unit. During the previous quarter, the history teacher had the kids create a PowerPoint presentation detailing a historical turning point. For my project, I had the students consider their historical turning point, and write a social commentary literary text about a current event, issue, or topic that relates to the historical turning point.

Through poems, short stories, essays, and a song students drew connections and expressed their points of view between the 9/11 terrorist attacks and the Islamic State’s attack on Paris, racism during the 19th century and racism now, the Boston Tea party and the Verizon strike, the Bill of Rights and the gun control debate, and a few others. Many students struggled to find present-day connections to their historical topics and how to articulate the connections, but in the end, I received some insightful and creative texts. Below is the text that I drafted in between class periods. Look out for my students’ products in the near future.

Abstract

American chattel slavery lasted between 4-5 centuries in the United States. Thousands of people were stolen and shipped across the Atlantic Ocean in what’s known as the Middle Passage, and these Africans were used to fuel the American economy by essentially building America into what it is today. During that time of forced enslavement, African/African-Americans not only endured physical suffering, but they also underwent much psychological trauma. Since 1865, physical slavery was abolished by the federal government; however, remnants of mental slavery still exist in 2016. The following poem provides social commentary on the psychological slavery that continues to plague the descendants of enslaved Africans.

Note: The poem follows no specified rhyme scheme. It rhymes, but it’s not quite free verse. It’s…I don’t know. It’s something.

 

Mental Slaves

Courtesy of YouTube: No Joke Howard

Courtesy of YouTube: No Joke Howard

 

 

 

 

 

 

 

 

There’s misogyny and violence, but never doubt what rap do

That’s what I learned from Killa Cam on verse two

On the second installment of “The Professional” by DJ Clue

This is what Cam said on Fantastic Four Part two:

 

Back in the day, we was slaves

Whips and chains

It’s tradition

All I got…whips and chains

All I did…flip some caine

Now [Cam]* is sick of the range

Only a new six could fix the pain

 

Now, does his pain stem from his boredom with the range?

Or is he suffering from PTSD, no longer sane?

From a time of living righteous from which he could’ve been estranged

Yet strangely, he still saw himself as a new slave 13 years before Ye (Kanye)

 

What’s more, on the album SDE he made it plain

To paraphrase Biggie, you play ball, sell drugs, or entertain

 

Entertainer and athlete – Yeah, sure he’s gettin’ paid,

But William Rhoden showed and proved there’s a limit to his wage

Platitudes emanate from the so-called awake,

The type that convey clichés about ancestors rollin’ over in graves

 

But allow me to get to the theme of the prose,

About how our people think they’ve elevated, but haven’t yet arose

 

We’re mistaken if we believe bondage is only physical

That’s ended, but in 2016 we see the chains can be invisible

 

We’ve been fooled by the 13th amendment of 1865.

Mass incarceration and psychological chains prove slavery’s still alive

 

You got mis-education and religion mis-overstood,

Trap houses, liquor stores juxtaposed with churches in the hood

 

Across social classes, media conditions our minds.

Destructive music and reality shows keep the 3rd eyes blind

 

And when you’re blind you can’t see

Too much time in front of screens,

Which means you devote less time to read

Vocabulary devolved, less knowledge is gleaned

M.K. titled a chapter “The Most Beautiful Country”

He said with a limited word choice, you can’t be free

See, the peculiar institution was so mean,

That in 2016 they claim slave trauma is encoded in our genes

 

Solutions from the Oppressor, on which many of us are banking

Do we need psychological help to get our heads shrinking?

Our captive minds are ships with holes that keep sinking

Word to Carter G [Woodson], there’s no concern for your actions when they control your thinking

 

And to the choir members, this preaching isn’t new

You’ve got Kwabena Ashanti, Tom Burrell, Na’im Akbar, Alvin Morrow, Joy Degruy

But this verse isn’t for The Academy or debates on YouTube

I do it for the metaphorical unsaved; I do it for the youth

In particular, this was written by Mr. Westbrooks for his students in English 2

But even with knowledge and info, we become mental slaves to the truth

When we discourse about the source of the problem all day, we still lose

Because the time for us to MOVE is long overdue

Yet, we’re stuck in limbo about what we need to DO

So are the conscious folk any better than Killa Cam on verse 2?

 

~ Mental Slaves ~

 

A Social Commentary on Social Commentary

Harrison Bergeron

by Mr. Westbrooks

In conjunction with a reading unit my students recently completed, I assigned a research paper that was based on the same theme as the texts we just finished perusing the prior week. What was theme of the unit? Social commentary. In the reading unit, we focused on how writers use various forms of literature (short stories, poems, and open letters) to make comments on the issues that are happening in society. After reading Langston Hughes’ “Theme for English B,” Kurt Vonnegut’s “Harrison Bergeron,” Martin Luther King’s “Letter from Birmingham Jail,” and “DudleLetter from Birmingham Jaily Randall’s “Ballad of Birmingham,” I had the students research the contemporary issues in our society, explain what they are along with the major current events surrounding them, and lastly offer their own social commentary on those issues.

One day when I took the time out of my already short lunch period to reteach how to format and craft a formal outline to two students, one of them challenged me to write a paper on the topic of social commentary. I accepted the challenge with no qualms, and what you’re about to read is the result. This piece goes out to Elvin from period 3/4, the only high school student I know that listens to Pro Era and Logic. (Rappers are social commentators too, by the way.)

Everyone has an opinion, or at least they’re capable and have the freedom of expressing his or her opinions, especially when it concerns events that occur in society. That’s something that hasn’t changed since the beginning of time. What has changed is the ways in which those opinions are expressed. In the past, individuals were limited in who they could reach, and there were limitations on who could be considered a social commentator, but with the advent of new media, anyone can reach anyone anywhere at anytime, and anyone can call him or herself a social commentator. People’s ability to create their own platforms and disseminate social commentary to the masses instantaneously can work to both the benefit and detriment of themselves and to society as a whole.

Everyone Can Have a Voice

If you consider any nation in this world, an indicator of how free its people are is the extent to which they can express themselves. It’s not the only indicator, but it’s a major one. Freedom of expression is also something that Americans take for granted since it’s readily available and accessible. Historically, such platforms like the printing press, soap boxes, pulpits, recording studios, meeting halls, and radio waves have granted individuals and groups the opportunities to express their points of view on politics, race, sex, economics, religion, identity, etc.

While some of the above mentioned platforms were limited to individuals in positions of leadership and those with money, 21st century media platforms has made the world’s audience available to the masses. In addition to the outlets that were operating in the past and are still functioning today, anyone can Facebook Debateset up a Facebook, Twitter, Instagram or SnapChat account and voice his or her opinion on issues going on in society. Other Web-based platforms include sites such as WordPress (what I use), Blogspot, Blog Talk Radio, Blogger, Soundcloud, Weebly and Tumblr (“The Eleven Best Free Blog Sites”). Commentators’ choice of online platform is dependent upon their style, but the fact that basic usage of them is free for everybody, creates the prospect for anyone to give social commentary.

The downside to everyone being able to have a voice is that anyone can have a voice. While everyone is free to have an opinion, that doesn’t mean everyone should use a public platform to express it. There are too many social commentators that constantly spew out hatred, ignorance, and misinformation. While the producers of such content should be responsible for what they put out, the consumers should transform themselves into critics and analyze the information they’re taking in. While negative energy and just plain stupidity grind my gears, the widespread access to free and inexpensive media platforms used for the purpose of expressing social commentary should continue with the added caveat that public sharpen their third eyes and view the information critically.

Social Commentary Comes from Both the Producer and the Audience

In addition to everyone having the ability to establish platforms and disseminate information to the masses, contemporary social commentary allows the masses to respond to the commentators initiating exchanges and conversations between the producers and the consumers/critics. Historically, commentators responded to each other through newspaper editorials and pamphlets. In 2016, commentators and critics can respond instantaneously. If you read online articles, watch YouTube videos, or view posts on social media, you might notice that on many occasions, the comment section is more interesting than the feature piece. This also applies to the chat room format.

A variety of characters inject their thoughts into online open forums and call-in lines, and you never know what to expect. Constructive building, in which all participants engage with respect and the absence of emotionalism, sharpens everyone’s swords; however, debates can become toxic and unproductive when people begin to attack personal character rather than perspective and make comments strictly out of emotion instead of logic. Unfortunately, the elasticity of engagement between commentators is stretched wide, making the regulation of comments difficult to manage unlike that of a formal debate setting.

Despite the distractions that may arise in comment sections, chat rooms, and discussion boards, the chance for the public to directly respond to perspectives on the happenings of society is an advancement in social commentary. It’s not yet clear who’s able to define the specific criteria of social commentary, but one may argue that perspectives expressed in comment sections can be characterized as social commentary. This shows that in the 21st century, you don’t have to have a publication, radio show, organization, blog, or website to be a social commentator.

comments section

Final Thoughts

There are other points to be touched on and questions to be answered, but keeping in mind that this post was written for my students, I know that I’ve written well beyond their interest and attention span. The final analysis of social commentary in contemporary society is that people should take advantage of the platforms available to them. There are many spaces and opportunities for them to do so. For the youth, such as my students, who are now coming of age, it’s especially important for them to give their social commentary since they are our present and future. Think about how you can package your message in a way that supports your personal style and interests and a way that engages your peers, adults, and the youth coming after you. Be a responsible and productive social commentator by obtaining the knowledge, wisdom, and understanding before you release your message. In a society of ignorance inflicting the youth and the public at-large, the world needs it.

Shakka Ahmose “The Codex-Game Over- Revisited; 56 Arrows-Horus has RISEN-Day 2″

rapgod

Greetings Shakka. I hope this message finds you in great health! This is day two of 56 Ahau em pedjet em Madjai.  Today 11/3/2015 I am up early looking over excerpt #2 from your work The Codex-Game Over, Utterance 388 681a.   I am delighted today because my examination of your second excerpt feels much like a minimum day in grade school! I do not have alot to write today because my analysis was cut short when I noticed that you are in great error (again) comparing Utterance 388 681a “Horus has Risen” to 1 Corinthians 15:20 “Now Christ has Risen”. It would take a person skilled in Medu Netcher, or maybe just a researcher armed with only the propensity to check an authors source material to find out that excerpt 2, “Horus is RISEN” IS NOT IN THE PYRAMID TEXT AT Utterance 388 681a. See the photo below Shakka (do…

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24 HRS Of Peace: An Emcee’s Plea