Yearly Archives: 2016

The Weekly Text, February 26, 2016, Black History Month Week III: Documents on Melvin B. Tolson and His Involvement with the Communist Party

One of the subtexts in The Great Debaters is Melvin B. Tolson’s political organizing, specifically his commitment to helping African American sharecroppers and workers achieve something like social and economic equity in the Jim Crow South. In the film, Mr. Tolson (again, Denzel Washington plays him) is seen meeting with African American farmers, which is soon broken up by the KKK. The redneck sheriff, played with drawling, ignorant, aplomb by John Heard, holds Mr. Tolson’s political and social activism over his head, and the viewer understands that Melvin B. Tolson is probably a communist.

Anyone who had read the novel Invisible Man, by Ralph Ellison or, more specific and literal to the subject, Richard Wright’s memoir Black Boy, has some background knowledge on the relationship between African Americans and the Communist Party, particularly in the 1930s.

Here, in the last of three Weekly Texts for Black History Month, is a reading on the allure of the Communist Party USA for African Americans, particularly in the 1930s. I understand that in certain school districts, this reading may well be forbidden fruit. That being so does not, I think, diminish the importance of understanding this part of our American past. I would think for educators teaching units on either Invisible Man or Black Boy. this reading would be de rigueur.

And that’s what I have to offer for Black History Month, 2016. As always, if you used any of this material, I hope you found it helpful; I would, again, as always, be grateful to hear from you about what worked or didn’t in your use of these readings.

Until next week….

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

On the Monday after a Break

“Any genuine teaching will result, if successful, in someone’s knowing how to bring about a better condition of things than existed earlier.”

John Dewey (1859-1952)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

What Is and Isn’t Learning?

“Ideas, facts, relationships, stories, histories, possibilities, artistry in words, in sounds, in form and in color, crowd into the child’s life, stir his feelings, excite his appreciation, and incite his impulses to kindred activities. It is a saddening thought that on this golden age there falls so often the shadow of the crammer.”

Alfred North Whitehead (1861-1657) as Quoted in The Teacher and the Taught (1963)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

The Weekly Text, February 12, 2016, Black History Month Week II: Two Readings on Melvin B. Tolson and James L. Farmer Jr.

The Weekly Text for this week follows last week’s on readings related to Denzel Washington’s film The Great Debaters. This is the second of three entries on this unit; because I will not post a Weekly Text for February 19th (we have President’s Day Week off for a mid-winter break), I’ll post two readings here this week.

The first is a reading on Melvin B. Tolson, the peripatetic (although he was associated with Wiley College and other post-secondary institutions in the Southwestern United States, he went to Columbia to pursue a graduate degree in 1930-31, was present at the end of the Harlem Renaissance, and counted Langston Hughes among his close friends) poet and political organizer who coached the legendary Wiley Debate Team of 1935.

Following the article on Mr. Tolson, there is a reading on one of his mentees, the legendary civil rights activist, James L. Farmer, Jr. Mr. Farmer’s list of accomplishments is substantial. He was a great American whose efforts made this nation a more just and decent place.

If these are useful to you, I’d be much obliged if you’d leave a comment explaining how or why.

Until February 26th….

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

How We Waste Time at School

“We are being sold a bill of goods when in comes to talking about tougher standards for our schools. The standards movement is pushing teachers and students to focus on memorizing information, then regurgitating facts for high test scores. The shift is away from teaching students to be thinkers who can make sense of what they’re learning.”

Alfie KohnThe Case Against Standardized Testing (2000)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

The Weekly Text, February 5, 2016, Black History Month Week I: A Reading on Historically Black Colleges and Universities

February is Black History Month. Initiated by Carter G. Woodson in 1926, Black History Month is justly a staple in school curricula in the United States. Far, far be it from me to second-guess Dr. Woodson or any of the proponents of Black History Month, but I have never been entirely at ease with the concept of one month of the year set aside for the study of the myriad and vital contributions Americans of African descent have made to our nation, because I think it is insufficient. It seems to me, when studying the history of the United States from the colonial period to yesterday, every month ought to be Black History Month. African Americans are an integral part of the history of the United States, and the U.S. History curriculum really ought to reflect that.

At the same time, I appreciate the opportunity to teach material that isn’t part of the standard curriculum. For the next four weeks, I’ll post reading assignments from a unit I developed to attend the film The Great Debatersdirected by and starring Denzel Washington. After watching the movie for the first time, it struck me that it would serve nicely as the foundation of a unit on both Black History and using prior knowledge to understand new material. I outlined a unit plan, fleshed it out, and began using it to great success. I’ve yet to present it to a class that wasn’t immediately interested in and engaged by the material–it has been that successful with the students I serve. The fundamental educative goal for this unit is to provide students with prior knowledge of the personalities and events–to wit, the 1935 Wiley College Debate Team led by Melvin B. Tolson–by way of reading comprehension worksheets and discussion in class. The first five lessons of the unit work to prepare students for a viewing of the film.

So, here, in the first of three Weekly Texts on The Great Debaters, is the first reading from the unit, on Historically Black Colleges and Universities.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

The Road to Real Knowledge

“The shrewd guess, the fertile hypothesis, the courageous leap to a tentative conclusion—these are the most valuable coins of the thinker at work. But in most schools guessing is heavily penalized and is associated somehow with laziness.”

Jerome S. Bruner, The Process of Education (1960)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

The Weekly Text, January 29, 2016: Two Learning Supports on Transition Words

Yesterday was the final day of New York State’s biannual exercise in standardized testing, the Regents Examinations.  I’ve had time to revise a structured research paper unit on the Holocaust I developed a few years ago to introduce struggling students to methods for undertaking such a project. I found two learning supports for using transition words in expository prose amid this unit (I hadn’t looked at it in a couple of years), which are distinct only in their layout.

The second one, in outline form, might well be useful in a lesson or short unit on outlining. I’m pondering how I might work with it that way. If you see something effective in it for work on outlining, perhaps this structured outlining blank will be of some value to you.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Vaya con Dios, Tom Porton

When I began my career as a New York City special education teacher in 2003, I worked on Jackson Avenue, which runs down the east side of St. Mary’s Park in the South Bronx. If your training or your own interests have brought Jonathan Kozol’s book Amazing Grace to your attention, then you already know something about that part of The Bronx.

A bit to the north and east of that school is James Monroe High School. For 46 years, Tom Porton served as an English teacher at Monroe. The South Bronx is not exactly the garden spot of the Five Boroughs, but 46 years ago, in 1970, it was almost literally a war zone–and as the decades passed, it only got worse. Year after year, Tom Porton worked to improve the lives of children in this blighted and often dangerous neighborhood. By all accounts (like this one in The New York Daily News, or this one from NY1, our local cable news provider), he was successful and much beloved by his students. Indeed, in 1995, Mr. Porton was inducted into the National Teachers Hall of Fame.

If you clicked through on the link under Tom Porton’s name above, you know now that this story has an unfortunately shameful ending. As I’ve said elsewhere, this is not a political blog and I am not a political writer. That said, every so often something happens in the New York City School system, something like this episode, that is such an egregious affront to educators that I am compelled, if not exactly to comment on it, then at least to report it.

The story speaks for itself, I think. In any case, let’s hear from Tom Porton himself, in this post from Mark Naison’s blog, With A Brooklyn Accent.

Farewell, Tom Porton. You will be missed.

A Few Words During Testing Season

Monday, January 25, 2016: We’re giving Regents Tests all week. I wish every student in New York State the best of luck on their tests, and remind them that one’s test results are never an indication of their merits or potential as people–or their intelligence..

“We must accept infinite disappointment, but we must never lose infinite hope.”

Martin Luther King, Jr. (1929-1968)