Sigma Gamma Rho Sorority, Inc. presents… THEME: “Exploring Our Global Community” Soror Bonita Herring, International Grand Basileus Soror Sandre Mitchell, International Programs Coordinator Soror Dianna Davis-Bailey, International Mwanamugimu Chairperson
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Sigma Gamma Rho Sorority, Inc. presents…
THEME:
“Exploring Our Global Community”
Soror Bonita Herring, International Grand Basileus
Soror Sandre Mitchell, International Programs Coordinator
Soror Dianna Davis-Bailey, International Mwanamugimu Chairperson
Mwanamugimu Project Committee Sigma Gamma Rho Sorority, Incorporated
Dianna Davis-Bailey, International Chairperson
Post Office Box 111
Denmark, SC 29042
(803) 378-1380 (Cell)/(803) 793-3644 (Home)
Email: [email protected]
Greetings Sorors:
Enclosed you will find the Mwanamugimu Guidebook for 2012-2013 and 2013-2014
sorority years. Included are suggested research topics and timelines needed to conduct
the Mwanamugimu Essay Contest. The theme and rationale comes from our
International Grand Basileus, Soror Bonita Herring. The theme is, “Exploring Our
Global Community.” Rationale: Our youth are excited about exploring other places and
collecting information on how we are alike and how we different. The theme allows
topics on geography, human rights, and technology. It also incorporates the original goal
of this project, which is to increase students’ knowledge of the historical and
contemporary development of Africa.
This Guidebook is a tool to facilitate the implementation of the essay contest. Sponsoring
chapters are encouraged to adapt and modify this guidebook to meet local needs. The
committee has made some minor changes to the guidebook that will augment your
chapter’s experience as you prepare to implement this project. The first change to the
manual is the addition of a copy of the original newsletter introducing the project. The
second change is that the only contact information for the Regional Chairpersons will be
their email addresses. The final change is the inclusion of topics broken down by grade
levels. As with all projects pertaining to our great sorority, the committee will again
collect data utilizing the enclosed National Submission Form. This data will be used to
evaluate the project.
Subsequently, the committee welcomes the opportunity to work with you and for you.
Please find us ready to assist you with any questions or concerns regarding
Mwanamugimu. We invite each chapter to support Sigma Gamma Rho Sorority’s
Mwanamugimu Essay Project by getting involved and by submitting only the winning
essay(s) to your regional chairperson.
On a personal note, I would like to take this opportunity to thank the 2012-2014
committee members. A special thank you to our International Grand Basileus, Soror
Bonita Herring, and our International Programs Coordinator, Soror Sandre Mitchell, who
have again entrusted me to chair the Mwanamugimu Essay Project and to serve as chair
for a group of dynamic sorors. Always remember our sorority’s slogan: Greater
Service….Greater Progress.
Sisterly,
Dianna Davis-Bailey
Dianna Davis-Bailey,
International Chairperson
Mission Statement
Sigma Gamma Rho Sorority's aim is to enhance the
quality of life within the community. Public service,
leadership development and education of youth are
the hallmark of the organization's programs and
activities. Sigma Gamma Rho addresses concerns
that impact society educationally, civically, and
economically.
Project Mwanamugimu
Mwanamugimu (Wah-nah-moo-gee-moo), in cooperation with
Africare, Incorporated began as a pilot project in the Northeast Region in
1990-91 (see enclosed copy of newsletter). In September of 1992, it began
operation as a National Project and implementation expanded to the other
four regions of the Sorority. The Eta Sigma Chapter of the Southeast Region
commemorated the project unveiling by commissioning artist Paul Barden to
create an original African painting. The project title, Mwanamugimu, is a
proverb from the Republic of Uganda that means “from small acorns come
mighty oaks.”
What Is The Mwanamugimu Project?
The Mwanamugimu Project is an essay contest. Its goal is to provide
an opportunity for students to increase their knowledge of the historical and
contemporary development of Africa. Its objectives are to provide the target
population with opportunities that:
(1) allow structured ways to learn about Africa
(2) heighten awareness of African cultural heritage
(3) improve writing and research skills
Target Population
Third grade through twelfth grade students
2012-2014 Mwanamugimu Essay Contest Committee
Soror Dianna Davis-Bailey,
National Mwanamugimu Essay Contest Chairperson
P O Box 111
Denmark, SC 29042
(803) 793-3644(H) (after 6:00 p.m. EST)
Western Region Chairperson
Soror Power Anderson
Central Region Chairperson
Soror Pamela Sanner
Southwest Region Chairperson
Soror Shantana Robinson
Southeast Region Chairperson
Soror Mary Ravenel
Northeast Region Chairperson
Soror Omoyeni Makinde
2012-2014 MWANAMUGIMU RESEARCH TOPICS
Elementary School Middle School High School
Biography of a
Famous African
As an African
American Student,
What Could You
Gain by Visiting
Africa?
Africa in 3-D: Discuss the
Diversities, Demographics,
and Discoveries
Why Is It Important
to Protect the
Survival of Certain
Animals in Africa?
In What Ways Does
Our American
Culture Relate to
That of the African
Culture?
Map of Africa-Choose a
Country-in Africa: Your
research should include tell
about topography, imports,
exports, language, rituals,
customs, people, main
cities, industries, climate,
main problems, etc.
(Include a picture of the
map in your essay)
Discuss the Major
Rivers in Africa
Review a Map of
Africa - Compare
and Contrast Two
Countries (Include
images of the two
countries)
How Are the Major Rivers
in Africa Vital to Its
Economy?
Compare and
Contrast a Civil
Rights Activist
from Africa with
One from the
United States
Give a Biographical
Synopsis of a
Female President in
Africa
If you could visit an African
Country, what country
would be your choice?
Describe how you would
tour the country based on
the country’s tourism.
What Countries and
Tribes did the first
slaves come from in
Africa?
Choose two countries in
Africa – compare and
contrast the technological
advancement between the
two; please note one of
these countries must be
Sub-Saharan.
ESSAY CONTEST CALENDARS
2012-2013 December Planning for essay contests
January Contests Begin
January – April Participating students research, collect data, & write essays
March & April Local contests end & local award programs held
March – June First Place winning essays to Regional Chairpersons & judging for Regional Essay Contests
June 15, 2013 Regional Essay Contest Chairpersons’ reports sent to International Project Chairperson
July & August Begin planning for 2013-2014 Essay Contests
2013-2014 September & October Planning for essay contests
November Contests Begin
December – February Participating students research, collect data, & write essays
March Local contests end & local award programs held
March – May First Place winning essays to Regional Chairpersons & judging for Regional Essay Contests
June 1, 2014 Regional Essay Contest Chairpersons’ reports sent to International Project Chairperson
July Report & announcement of national contest winners
SUGGESTED STRATEGIES
Local chapters sponsor the contest at one or more of three grade categories:
elementary school, middle school, or high school. Chapter winners advance
to regional level competition. During a Boule year, regional winners
advance to national level competition. One winner in each category is
declared at the Boule and recognized at the Awards Banquet. The winner in
each category and each entry will be recognized in the form of a certificate
of recognition or participation, trophy, and/or monetary award.
Chapters are encouraged to support this project at the local level by:
Conducting local essay contests for students in schools, churches or with
civic groups;
Sponsoring seminars, library trips, museum trips to enrich participants’
learning experiences about Africa;
Establishing partnerships with local schools for more effective
implementation of the essay contest. (As partners or co-sponsors, schools are
often able to provide resources and assistance that enrich the learning
experience for the participants);
Conducting information workshops about the essay contest for parents,
particularly at the elementary school level.
EVALUATION Chapters can measure program success by conducting pre and post writing
assessments, maintaining a pre and post contest inventory of research skills,
and analyzing participants’ surveys. Please, feel free to use the enclosed
rubric to assist you with evaluating your participants’ essays.
ESSAY CONTEST CHAPTER PLAN CHAPTER’S NAME: _______________________________________________
Chapter Essay Contest Chairperson:
Regional Chairperson:
Address: Address:
Phone - Day:
Phone - Evening:
Phone – Day:
Phone - Evening:
Email:
Email:
Category (please select one or more)
Elementary Middle High
Date Essay Contest Begins Date for Final Entry of Essays
PRIZES: 1ST Prize: _____________ 2
nd Prize: ___________ 3
rd Prize: __________
JUDGES (It is recommended that in addition to alumnae sorors, undergraduate sorors,
and community representatives be considered when selecting judges.)
Name: _________________________________________________________________
Address: _______________________________________________________________
Phone: _________________________________________________________________
Email: _________________________________________________________________
Name: _________________________________________________________________
Address: _______________________________________________________________
Phone: _________________________________________________________________
Email: _________________________________________________________________
Name: _________________________________________________________________
Address: _______________________________________________________________
Phone: _________________________________________________________________
Email: _________________________________________________________________
CHAPTER AWARD PROGRAM
Date: _________________________________ Time: _______________
Place: _______________________________________________________
Event: ( ) Before regular sorority meeting ( ) After sorority meeting
( ) Special Date _________________________________________
Resources Needed to Conduct Your Essay Contest
Resources Available:
Plan for media coverage:
Potential Problems:
Plan for evaluating essay contest:
Sample Title Page
TITLE OF ESSAY
Participant’s Name
Address
Grade
School
City, State, Zip
Principal’s Name
Name of Sponsoring Chapter
City & State
Sponsoring Chapter’s Essay Contest Chairperson
Region: ______________________________________
ESSAY CONTEST PARTICIPANTS GUIDELINES The following rules apply for elementary grades:
1. The essay must be researched and written by the student submitting the essay.
2. The essay’s body should be 3 to 5 pages in length, typed with double line spacing.
3. The cover page should include:
Title of the essay
Student’s name and home address
Name of student’s school and location
Name of school principal
Student’s grade
Name of sponsoring chapter of Sigma Gamma Rho, Sorority, Inc.
Name of sponsoring chapter’s essay contest chairperson
Region where chapter is located
4. The essay must have a bibliography to include at least three references (Please do not
use Wikipedia)
5. End notes are not required.
The following rules apply for middle and high school grades:
1. The essay must be researched and written by the student submitting the essay.
2. The essay’s body should be 5 to 7 pages in length, typed with double line spacing.
3. The cover page should include:
Title of the essay
Student’s name and home address
Name of student’s school and location
Name of school principal
Student’s grade
Name of sponsoring chapter of Sigma Gamma Rho Sorority, Inc.
Name of sponsoring chapter’s essay contest chairperson
Region where chapter is located
4. The essay must have a bibliography to include at least five references (Please do not
use Wikipedia)
5. References should be placed as end notes (not at bottom of page)
HINTS FOR STUDENT RESEARCHERS
Number all pages
Submit dark copies of essay so that it can be copied for review by essay contest
judges
Check to see that all necessary information is on title page.
Check references carefully (end notes and bibliography)
Do not repeat information in order to reach the required number of pages for your
essay contest category
Secure pages in a report folder or staple pages securely
Submit an electronic copy to your essay coordinator
Contact your essay coordinator when you have questions or need assistance
WRITING RUBRIC FOR JUDGING ELEMENTARY SCHOOL
ESSAYS
Student’s Name: _______________________ Grade Level: ________
Title of Essay: 1
Does not meet
6
Meets
8
More Than Meets
10
Exceeds
CONTENT/ IDEAS
Writing is extremely limited in
communicating knowledge of
subject, with no
central theme.
Writing communicates some
knowledge of subject, quality
paragraphs, with
little or no details.
Writing is purposeful and communicates vast
knowledge of subject. Piece contains some
details.
Writing is confident and clearly
focused. It holds the reader’s
attention. Relevant
details enrich writing.
ORGANIZATION Writing is disorganized and
underdeveloped with no transitions or
closure.
Uses correct writing format. Incorporates
a sound closure.
Writing includes a strong beginning, middle, and
end, with some transitions and good
closure.
Writing includes a strong, beginning, middle, and end
with clear transitions and a focused closure.
VOCABULARY/ WORD CHOICE
Careless or inaccurate word choice, which
obscures meaning.
Uses a variety of word choice to make writing interesting.
Firm use of word choice. Effective and engaging use of
word choice.
VOICE Writer’s voice/ point
of view shows no sense of audience.
Writer uses
voice/point of view. Writes with the
understanding of a specific audience.
Writer has strong voice/
point of view. Writing engages the audience.
Writes with a
distinct, unique voice/point of
view. Writing is skillfully adapted to the audience.
SENTENCE
FLUENCY
Frequent
run-ons or fragments, with no variety in sentence
structure.
Uses simple
compound, and complex, sentences
throughout the essay.
Frequent and varied
sentence structure throughout the essay.
Consistent variety
of sentence structure
throughout the essay.
CONVENTIONS Parts of speech
show lack of agreement.
Frequent errors in mechanics. Little or
no evidence of spelling strategies.
Maintains agreement
between parts of speech. Few errors
in mechanics. Applies basic grade
level spelling strategies.
Consistent agreement
between parts of speech. Uses correct punctuation,
capitalization, consistent use of spelling
strategies.
Uses consistent
agreement between parts of speech. No errors
in mechanics. Creative and
effective use of spelling strategies.
WRITING RUBRIC FOR JUDGING MIDDLE SCHOOL ESSAYS
Student’s Name: _______________________ Grade Level: ________
Title of Essay: 1
Does not meet
4
Does not fully
Meet
6
Meets
8
More Than
Meets
10
Exceeds
CONTENT/ IDEAS
Writing is extremely limited in
communicating
knowledge of subject, with no
central theme.
Writing does not clearly
communicate knowledge of
subject. The reader is left with
questions.
Writing communicates
some knowledge of
subject, quality
paragraphs, with little or no details.
Writing is purposeful
and communicates
vast knowledge of
subject. Piece contains some details.
Writing is confident and
clearly focused. It holds the
reader’s attention.
Relevant details enrich writing.
ORGANIZATION Writing is disorganized
and underdeveloped
with no transitions or
closure.
Writing is confused and
loosely organized.
Transitions are weak and closure
is ineffective.
Uses correct writing format.
Incorporates a sound closure.
Writing includes a
strong beginning, middle, and end, with
some
transitions and good closure.
Writing includes a strong,
beginning, middle, and end
with clear transitions and a focused closure.
VOCABULARY/ WORD CHOICE
Careless or inaccurate word
choice, which
obscures meaning.
Shows some use of a variety of
word choice.
Uses a variety of word choice
to make
writing interesting.
Firm use of word choice.
Effective and engaging use of
word choice.
VOICE Writer’s voice/ point of view
shows no sense
of audience.
Writer’s voice/ point of view
shows that sense
of audience is vague.
Writer uses voice/point of view. Writes
with the understanding of a specific audience.
Writer has strong voice/ point of view.
Writing engages the audience.
Writes with a distinct, unique voice/point of
view. Writing is skillfully adapted to the audience.
SENTENCE FLUENCY
Frequent run-ons or
fragments, with no variety in
sentence
structure.
Some run-ons or fragments.
Limited variety in sentence structure.
Uses simple compound,
and complex, sentences throughout
the essay.
Frequent and varied
sentence structure
throughout
the essay.
Consistent variety of
sentence structure
throughout the
essay.
CONVENTIONS Parts of speech
show lack of agreement.
Frequent errors in mechanics. Little or no evidence of
spelling
strategies.
Occasional errors
between parts of speech. Some
errors in mechanics. Some
evidence of spelling
strategies.
Maintains
agreement between parts
of speech. Few errors in mechanics.
Applies basic grade level
spelling strategies.
Consistent
agreement between parts
of speech. Uses correct punctuation, capitalization, consistent use
of spelling strategies.
Uses consistent
agreement between parts of
speech. No errors in
mechanics. Creative and
effective use of
spelling strategies.
WRITING RUBRIC FOR JUDGING HIGH SCHOOL ESSAYS
Student’s Name: _______________________ Grade Level: ________
Title of Essay: 1
Does not meet
2
Partially
Meets
4
Does not
fully Meet
6
Meets
8
More Than
Meets
10
Exceeds
CONTENT/ IDEAS
Writing is extremely limited in
communicating knowledge of
subject, with no
central theme.
Writing is limited in
communicating knowledge of
subject. Length is not adequate
for development.
Writing does not clearly
communicate knowledge of subject. The reader is left
with questions.
Writing communicates
some knowledge of
subject, quality
paragraphs, with little or no details.
Writing is purposeful
and communicates
vast knowledge of
subject. Piece contains some details.
Writing is confident and
clearly focused. It holds the reader’s
attention. Relevant
details enrich writing.
ORGANIZATION Writing is disorganized
and underdeveloped
with no transitions or
closure.
Writing is brief and
underdeveloped with very weak transitions and
closure.
Writing is confused and
loosely organized. Transitions are weak
and closure is ineffective.
Uses correct writing format.
Incorporates a sound closure.
Writing includes a
strong beginning, middle, and end, with
some transitions
and good closure.
Writing includes a
strong, beginning, middle, and
end with clear transitions
and a focused
closure.
VOCABULARY/
WORD CHOICE
Careless or
inaccurate word choice, which
obscures
meaning.
Language is
trite, vague or flat.
Shows some
use of a variety of
word choice.
Uses a variety
of word choice to make writing
interesting.
Firm use of
word choice.
Effective and
engaging use of word choice.
VOICE Writer’s voice/ point of view
shows no sense of audience.
Writer’s voice/ point of view shows little
sense of
audience.
Writer’s voice/ point
of view shows that
sense of audience is
vague.
Writer uses voice/point of view. Writes
with the
understanding of a specific audience.
Writer has strong voice/ point of view.
Writing
engages the audience.
Writes with a distinct, unique
voice/point of
view. Writing is skillfully
adapted to the audience.
SENTENCE FLUENCY
Frequent run-ons or
fragments, with no variety in
sentence structure.
Many run-ons or fragments.
Little variety in sentence
structure.
Some run-ons or
fragments. Limited
variety in sentence structure.
Uses simple compound,
and complex, sentences
throughout the essay.
Frequent and varied
sentence structure
throughout the essay.
Consistent variety of
sentence structure
throughout the essay.
CONVENTIONS Parts of speech show lack of agreement.
Frequent errors in mechanics. Little or no evidence of
spelling strategies.
Inconsistent agreement
between parts of speech.
Many errors in mechanics.
Limited
evidence of spelling
strategies.
Occasional errors
between parts of speech.
Some errors in
mechanics. Some
evidence of spelling
strategies.
Maintains agreement
between parts of speech. Few
errors in mechanics.
Applies basic
grade level spelling
strategies.
Consistent agreement
between parts of speech.
Uses correct punctuation, capitalization,
consistent use of spelling strategies.
Uses consistent agreement
between parts of speech. No
errors in mechanics.
Creative and effective use of spelling strategies.
SUPPLEMENTARY CRITERIA FOR JUDGING ESSAYS NEATNESS ---------------------------------------- (Maximum points: 8) _______________
Standard typing paper, 8½ by 11 0 1
Numbered all pages 0 1
Clean paper 0 1
No more than 5 typos * 1 2 3 4 5 * 5 or more typos (1 pt); 4 typos (2 pts); 3 typos (3 pts); 1- 2 typos (4 pts); 0 typos (5 pts)
EVIDENCE OF RESEARCH ------------------- (Maximum points: 10) _________
Bibliography * 2 4 6 8 10
*5 or more references (10 pts); 4 references (8 pts); 3 references (6 pts); 2 references (4
pts.); 1 reference (2 pts.)
FORMAT --------------------------------------------- (Maximum points: 22) _________
Follows guidelines supplied by International Mwanamugimu Committee.
0 10
Essay’s body is 3 to 7 pages in length, 0 5
Typed with double line spacing 0 4
Submitted electronic copy of essay 0 3
Rubric Score: ________/60 Supplementary Criteria Score: ________/40 Total Score: _______/100 ________________________________________________________________ Judge’s Name (Please print) ________________________________________________________________ Judge’s Signature Judge, please write constructive comments on the back of this page. Thank you for sharing your time and expertise.
UNDERGRADUATE SORORS
In response to many undergraduate sorors: YES!!! Undergraduate sorors
have a vital role in the successful implementation of Mwanamugimu Essay
Contests sponsored by local chapters. Here are a few important contributions
that can be made by undergraduate sorors.
PROMOTE THE ESSAY CONTEST
…undergraduate sorors often maintain close ties with their former high
schools, both with faculty and students
…distribute promotional materials
ASSIST WITH PLANNING THE ESSAY CONTEST
…serve on a joint planning committee
…plan specific activities such as awards program reception
SERVE AS RESEARCH MENTORS
…help participating students improve library skills
…hold workshops for participating students on how to plan/organize their
essays
…review essays with participating students to help assure that their essays
are complete
SERVE AS ESSAY CONTEST JUDGES
SERVE AS REGIONAL CHAIRPERSON
Program Completion Check List
Theme: “Exploring Our Global Community”
Visit the Sorors Only Section at www.sgrho1922.org.
Provide project report via email or hard copy
Report details include:
Completed Project Evaluation and Tracking (PET) Form
Chapter name & address, Basileus’ name, Coordinator’s contact information
Date, Time, Location, Frequency (one time, annually, bi-monthly etc.)
Program/event purpose and specific activities
Number of essays received
Grade Levels for competition
A completed Essay Contest Chapter Plan from the Mwanamugimu Guidebook (available on
National website).
Essay contest participant guidelines
Scoring Criteria
Copy of Winning Essay
Project Evaluation and Tracking (PET) Form
Chapter Name: _________________________________________________________________
Chapter Address: _______________________________________________________________
Basileus: ___________________________ Program Coordinator: _________________________
Program Coordinator Phone & Email Address: ________________________________________
Program Information
Program Name: Mwanamugimu Essay Contest Date Completed: _________________________
Time: ____________ Location: ____________________________________________________
Program/Event Purpose:__________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Number of Essays Received:
Elementary School Middle School High School
Grade Levels for Competition: _____________________________________________________
*Please Include a Detailed Project Report via Email or Mail.*
*Please Include a Completed Essay Contest Chapter Plan from the Mwanamugimu Guidebook
(Available at www.sgrho1922.org)*
*Please Include Essay contest participant guidelines, Scoring Criteria, and a Copy of the Winning
Essay.*
Submissions should be emailed to your regional chairperson.
ACKNOWLEDGEMENTS
Soror Bonita Herring, International Grand Basileus
Soror Sandre Mitchell, International Programs Coordinator & Editor
Soror Ernestine Washington, Editor
Regional Chairpersons
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