Monthly Archives: February 2021

Cultural Literacy: Crispus Attucks

Here is a Cultural Literacy worksheet on Crispus Attucks. Mr. Attucks was stevedore of African and Native American descent.

He was also the first person killed in the Boston Massacre in 1770, and therefore the first person killed for the cause of the independence of the original 13 colonies of this nation. Those are the basic facts of his life, and they should be known. Given the history of Americans of African descent in this country since, Crispus Attucks’ life might be an apt instantiation of irony, especially bitter irony–or even better, cruel irony–in history.

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.

Leroy Robert “Satchel” Paige on a Balanced Social Life

“Go very lightly on the vices, such as carrying on in society. The social ramble ain’t restful.”

“How to Keep Young,” Colliers, 13 June 1953

Leroy Robert “Satchel” Paige

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

The Weekly Text, February 12, 2020, Black History Month 2021 Week II: A Reading and Comprehension Worksheet on Hank Aaron

This week’s Text, in this blog’s ongoing observation of Black History Month 2021,  is a reading on Hank Aaron and its accompanying vocabulary-building and comprehension worksheet.

This is one of the very first of these document sets I prepared, and it includes a short numeracy exercise on Mr. Aaron’s statistics. As you surely know, we lost Mr. Aaron on January 22 of this year, just a couple of weeks shy of his eighty-seventy birthday. I don’t know about you, but I can’t remember a time in my life when Hank Aaron wasn’t someone I thought about on a regular basis.

If you or your students are interested in Mr. Aaron, stay tuned; I plan to exhaust my storehouse of material on him before Black History Month 2021 is over.

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.

Art Ensemble of Chicago

“Art Ensemble of Chicago: U.S. jazz ensemble, innovators in free jazz. The group evolved from the Association for the Advancement of Creative Musicians (AACM), an experimental collective. Saxophonists Roscoe Mitchell and Joseph Jarman, trumpeter Lester Bowie, bassist Malachi Favors, and drummer Don Moye formed the group in 1969, combining freely changing tempos, dynamics, and textures with an often comic theatricality of presentation. Their diversity of inspiration is expressed by their motto, ‘Great Black Music—Ancient to Modern.’”

Excerpted/Adapted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Cultural Literacy: Jazz

Here is a Cultural Literacy worksheet on Jazz. This is a full-page worksheet, so it is suitable for independent practice.

Jazz is principal genre of music played at Mark’s Text Terminal; in fact, as I type this, Kenny Dorham is playing “Blue Friday” from his fine 1959 recording Quiet Kenny. It’s a quartet set with Mr. Dorham backed by a rhythm section including pianist Tommy Flanagan, bassist Paul Chambers, and drummer Art Taylor

When I listened to jazz for the first time in high school (let the record reflect it was the original Impulse long-play vinyl record of John Coltrane Live at the Village Vanguard, side two, the almost 17-minute-long version of “Chasin’ the Trane”) , and I mean really listened, rather than simply heard, I knew I would be an aficionado of the music for the rest of my life. 

Over the years, the word Jazz (especially spelled out with a lower-case j) began to trouble me. Aside from its slangy sound and therefore connotation, it seemed like a miserly word to describe such original, variegated, and stately music. So, a few years back, when I heard an interview the great trumpeter (see him live if you can!) Nicholas Payton in which he said he takes issue with the word Jazz, I was relieved to hear him say it. He prefers the term “Black American Music,” which sounds good to me. If you’re interested in learning more of Mr. Payton’s thoughts about Jazz, you might want to take a look at this 2011 post from his blog.

Clint Eastwood has often said that Jazz and Blues are the perhaps “the only original art forms that we have” in the United States. It’s hard to disagree with that, and it’s hard not to at least consider the fact that Jazz especially has been ignored in the United States for two simple reasons: racism and a lack of good taste, tendencies that far too many Americans express proudly. Jazz is our classical music, and maybe for that reason alone it is time to find a new name for this complex, vibrant, uniquely American music.

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.

Althea Gibson

“Althea Gibson: (1927-2003) U.S. tennis player. Born in Silver, South Carolina, she moved to New York City when she was three, later returning south to attend Florida A&M University. She was the first black tennis player to win the French (1956) and Wimbledon and U.S. singles championships (1957-58). She also won the U.S. mixed doubles, Australian women’s doubles (both 1957), and U.S. professional women’s title (1960), for a total of 11 Grand Slam events. Ranked number 1 in the U.S. for 1957 and 1958, she was voted Female Athlete of the Year by the Associated Press both years, the first black athlete to receive that honor.”

Excerpted/Adapted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Cultural Literacy: Arthur Ashe

Here is a Cultural Literacy worksheet on Arthur Ashe, the great tennis player and humanitarian.

Have you, by any chance, read Mark Mathabane’s memoir of life in apartheid-era South Africa, Kaffir Boy? Mr. Mathabane also played tennis–quite well–and came to the attention of tennis legend Stan Smith at the 1977 South African Championship in Johannesburg. Mr. Smith worked with Mark Mathabane to secure a tennis scholarship, and in 1978 Mr. Mathabane matriculated at Limestone College in South Carolina, aided by a tennis scholarship.

However, in November of 1973, Arthur Ashe traveled to South Africa to play and in so doing broke the color line in sports in the apartheid state. I remember at the time–I was pre-high school–thinking Mr. Ashe was an American hero. Today, there is little doubt of that. In any case Mark Mathabane devotes chapter 38 of Kaffir Boy to the deep impression Arthur Ashe made upon him. You’ll find a nice, uncluttered summary of that chapter at Lit Notes.

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.

Stephen Biko on the Oppressor’s Weapons

“The most potent weapon in the hands of the oppressor is the mind of the oppressed.”

Stephen Biko

“White Racism and Black Consciousness” (paper presented at a workshop sponsored by Abe Bailey Institute of Interracial Studies), Cape Town, South Africa, Jan. 1971

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Cultural Literacy: Dred Scott Decision

Here’s a Cultural Literacy worksheet on the Dred Scott Decision, an ignominious moment among several in the history of the United States Supreme Court. This is a full-page worksheet with seven questions; it can be used, therefore, as an independent practice worksheet. But it can also be easily adapted to the needs of your classroom and its students.

What this worksheet does not cite or invoke, and which students really ought to know, is Chief Justice Roger Taney’s infamous statement in the decision, to wit, that Dred Scott, like other Americans of African descent, possessed “…no rights which the white man was bound to respect….” This is a key moment of racist rhetoric in this nation’s history, and one students should be bound to understand. Put another way, anyone who says that racism isn’t a fundamental element of United States history really ought to have his or her nose rubbed in Justice Taney’s statement.

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.

African Religions

“African religions: Indigenous religions of the African continent. The introduced religions of Islam (in northern Africa) and Christianity (in southern Africa) are now the continent’s major religions, but traditional religions still play an important role, especially in the interior of sub-Saharan Africa. The numerous traditional African religions have in common the notion of a creator god, who made the world and then withdrew, remaining remote from the concerns of human life. Prayers and sacrificial offerings are usually directed toward secondary divinities, who are intermediaries between the human and sacred realms. Ancestors also serve as intermediaries. Ritual functionaries include priests, elders, rainmakers, diviners, and prophets. Rituals are aimed at maintaining a harmonious relationship with cosmic powers, and many have associated myths to explain their significance. Animism is a common feature of African religions, and misfortune is often attributed to witchcraft and sorcery.”

Excerpted/Adapted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.