Category Archives: Social Sciences

You’ll find domain-specific material designed to meet Common Core Standards in social studies, along with adapted and differentiated materials that deal with a broad array of conceptual knowledge in the social sciences. See the Taxonomies page for more about this category.

Adrienne Rich: Why I Refused the National Medal for The Arts

[This is the letter poet and essayist Adrienne Rich sent  on July 3, 1997, to then director of the National Endowment for the Arts, actor Jane Alexander. In it, Ms. Rich explains why her conscience forbids her to accept the National Medal for the Arts that year. Incidentally, this wasn’t the first time Adrienne Rich took a principled stand in refusing an award.]

“Dear Jane Alexander,

I just spoke with a young man from your office, who informed me that I had been chosen to be one of twelve recipients of the National Medal for the Arts at a ceremony at the White House in the fall. I told him at once that I could not accept such an award from President Clinton or this White House because the very meaning of art, as I understand it, is incompatible with the cynical politics of this administration. I want to clarify to you what I meant by my refusal.

Anyone familiar with my work from the early sixties on knows that I believe in art’s social presence–as a breaker of official silences, as a voice for those whose voices are disregarded, and as a human birthright. In my lifetime I have seen the space for the arts opened by movements for social justice, the power of art to break despair. Over the past two decades I have witnessed the increasingly brutal impact of racial and economic injustice in our country.

There is no simple formula for the relationship of art to justice. But I do know that art–in my own case the art of poetry–means nothing if it simply decorates the dinner table of power that holds it hostage. The radical disparities of wealth and power in America are widening at a devastating rate. A president cannot meaningfully honor certain token artists while the people at large are so dishonored.

I know you have been engaged in a serious and disheartening struggle to save government funding for the arts, against those whose fear and suspicion of art is nakedly repressive. In the end, I don’t think we can separate art from overall human dignity and hope. My concern for my country is inextricable from my concerns as an artist. I could not participate in a ritual that would feel so hypocritical to me.

Sincerely.

Adrienne Rich

cc: President Clinton”

Excerpted from: Hunter, J, Paul, Alison Booth, and Kelly J. Mays. The Norton Introduction to Poetry, Ninth Edition. New York: Norton, 2007.

Cultural Literacy: Betty Friedan

Here is a Cultural Literacy worksheet on Betty Friedan. This is a half-page worksheet with a reading of three sentences and three comprehension questions. In other words, a basic introduction to this seminal figure in the modern feminist movement.

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.

Adrienne Rich on the Needs of Art

“Art can never be totally legislated to any system, even those that reward obedience and send dissidents to hard labor and death; not can it, in our specifically compromised system, be really free. It may push up through cracked macadam, by the merest means, but it needs breathing space, cultivation, protection to fulfill itself, Just as people do. New artists, young or old, need education in their art, the tools of their craft, chances to study examples from the past and meet practitioners in the present, get the criticism and encouragement of mentors, learn that they are not alone. As the social compact withers, fewer and fewer people will be told Yes, you can do this; this also belongs to you. Like government, art needs the participation of the many in order not to become the property of a powerful and narrowly self-interested few.”

Excerpted from: Hunter, J, Paul, Alison Booth, and Kelly J. Mays. The Norton Introduction to Poetry, Ninth Edition. New York: Norton, 2007.

The Weekly Text, 4 March 2022, Women’s History Month 2022 Week I: A Reading and Comprehension Worksheet on Margaret Sanger

March is Women’s History Month. Mark’s Text Terminal observes the occasion with documents posts and quotes dealing with women’s myriad contributions to the world. To begin the month, here is a reading on Margaret Sanger and a vocabulary-building and comprehension worksheet to accompany it.

Incidentally, I am well aware that Margaret Sanger is a controversial figure–and so is the organization she founded, Planned Parenthood, which issued this manifesto on Ms. Sanger, addressing her involvement with the eugenics movement in the United State and analyzing whether or not she was racist. This is an extremely complicated topic; if you type “Margaret Sanger and eugenics” you will receive page after page of results, many of them highly ideologically charged.

What Margaret Sanger did accomplish, to the offense of many, was to make contraception available to couples who could then, literally, plan their parenthood. Contraception is a sin in the Catholic church, though many Protestants also take umbrage at the idea that a woman has the right to control her own body. Planned Parenthood at this point in its history has established a history of providing healthcare (and yes, the occasional abortion, still legal for now) to low-income patients. For these reasons, Planned Parenthood has become a target of choice for the anti-feminist right wing of the Republican party. Margaret Sanger’s poor choice of ideological fellow travelers has made her a tool of activists who seek to destroy Planned Parenthood.

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.

Negritude

Negritude: An attitude and aesthetic maintained by certain 20-century French-speaking African authors, which upholds traditional African culture and values. The concept originated in reaction to the stereotyping of black Africans by European colonials, and it implies a total acceptance of pride in black heritage. The term was coined by Aime Cesaire and popularized by L.S. Senghor and Leon Damas.

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Cultural Literacy: Kwanzaa

Here is a Cultural Literacy worksheet on Kwanzaa. This is a half-page worksheet with a one-sentence reading and one comprehension question. In other words, it doesn’t exactly do justice to its topic.

However, there is a lot of open space in this document, which means there is room to ask more questions about Kwanzaa. Like almost everything else on this blog, this is a Microsoft Word document. You may download it and modify it for the needs of your students.

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 Languages

“African languages: Languages indigenous to sub-Saharan Africa that belongs to the Niger-Congo, Nilo-Saharan, Khoisan, and Afroasiatic language phyla. Africa is the most polyglot continent; estimates of the number of African languages range from 1,000 to 1,200. Many have numerous dialects. Distinctions in tone play a significant role in nearly all sub-Saharan languages. Contact between people who do not speak that same language has necessitated the development of lingua francas such as Swahili in eastern Africa, Lingala in the Congo River basin (see Bantu languages), Sango in the Central African Republic (see Adamawa-Ubangi languages), and Arabic across much of the Sahel.”

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

Cultural Literacy: Angola

Here is a Cultural Literacy worksheet on Angola. This is a full-page worksheet with a reading of four compound sentences and nine comprehension questions. This is a good general introduction to the country including its geography and its history, including the relatively recent history of the Angolan Civil War. Early on, during the 1970s the Angolan conflict was a proxy war pitting, essentially, the United States against the Soviet Union, i.e. a “war which came in from the cold,” as the late Hampshire College professor Eqbal Ahmad put it.

So, this would make a good independent practice (i.e. homework) assignment. Or, because it is formatted in Microsoft Word (as is the majority of material you’ll find on this site), you can revise it to suit the needs of your students.

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.

Bernard Coard on How the System Works

How the System Works: The Black child’s true identity is denied daily in the classroom. In so far as he is given an identity, it is a false one. He is made to feel inferior in every way. In addition to being told he is dirty and ugly and ‘sexually unreliable’, he is told by a variety of means that he is intellectually inferior. When he prepares to leave school, and even before, he is made to realise that he and ‘his kind’ are only fit for manual, menial jobs.

The West Indian child is told on first entering the school that his language is second rate, to say the least. Namely, the only way he knows how to speak, the way he has always communicated with his parents and family and friends; the language in which he has expressed all his emotions, from joy to sorrow; the language of his innermost thoughts and ideas, is ‘the wrong way to speak’.

A man’s language is part of him. It is his only vehicle for expressing his thoughts and feelings. To say that his language and that of his entire family and culture is second rate, is to accuse him of being second rate. But this is what the West Indian child is told in one manner or another on his first day in an English school.

As the weeks and months progress, the Black child discovers that all the great men of history were white—at least, those are the only ones he has been told about. His reading books show him white children and white adults exclusively. He discovers that white horses, white rocks and white unicorns are beautiful and good; but the word ‘Black’ is reserved for describing the pirates, the thieves, the ugly, the witches, etcetera. This is the conditioning effect of what psychologists call word association on people’s minds. If every reference on TV, radio, newspapers, reading books and story books in school shows ‘Black’ as being horrible and ugly, and everything ‘white’ as being pure, clean and beautiful, then people begin to think this way on racial matters.”

Excerpted from: Coard, Bernard. How the West Indian Child Is Made Educationally Sub-Normal in the British School System: 50th Anniversary Expanded Fifth Edition. Kingston, Jamaica: McDermott Publishing, 2021.

Claude McKay

“Claude McKay: (1889-1948) Jamaican-born poet and novelist. McKay, a major figure in the Harlem Renaissance of the 1920s, became the first black best-selling author with his Home to Harlem (1928), the story of a black soldier returning home after World War I. Among his other novels are Banjo (1929), dealing with an international company of drifters on the waterfront in Marseilles, and Banana Bottom (1933), one of the great early Caribbean novels celebrating Caribbean popular culture from the point of view of a female protagonist. His verse was published in the collections Songs of Jamaica (1912), Constab Ballads (1912), Spring in New Hampshire and Other Poems (1920), and Harlem Shadows (1922). His autobiography, A Long Way from Home (1937), presents the odyssey of the black intellectual journeying from the Caribbean to America, Europe, and North Africa, and back to the U.S.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.