Tag Archives: black history

The Weekly Text, February 2, 2018, Black History Month 2018 Week I: A Reading and Comprehension Worksheet on Tupac Shakur and Biggie Smalls

As I’ve said before, perhaps ad nauseum on this blog, every month is Black History Month in my classroom. I’ve always had mixed feelings about a single month set aside for Black History, mainly because it has always struck me as a form of segregation; I say we integrate Black History into every lesson we teach, particular when we teach the history of the United States. That said, I am decidedly circumspect in second guessing a scholar of Carter G. Woodson’s stature; Dr. Woodson launched “Negro History Month” in February of 1926. This is the month in which we now justly and appropriately celebrate the many and diverse achievements of Americans of African descent.

The first Weekly Text for Black History Month is a relatively high interest reading on Tupac Shakur and Biggie Smalls with an accompanying reading comprehension worksheet. Rappers come and go, and I’m old enough to remember a time when rap wasn’t part of the cultural landscape of this country. Tupac and Biggie, I think, are icons of the genre, and martyrs to it as well, I suppose. While my students look at me blankly when I ask them if they’ve heard of Kool Moe Dee, (I really liked “How Ya Like Me Now” and was pleased to hear it shuffle up at the gym recently) they’ve all heard of Biggie and Tupac. You might find useful this Everyday Edit on African-American History Month (courtesy, as always, of the good people at Education World, a world-class hub for instructional material).

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.

Addendum, February 6, 2018: While waiting for the train in the Bowling Green station late yesterday afternoon, I noticed a poster advertising the USA Network’s upcoming series on the investigations into the murders of Tupac and Biggie. This Text, as it turns out, is timely.

Duke Ellington on Fidelity

“Music is my mistress, and she plays second fiddle to no one.”

Duke EllingtonMusic is My Mistress act 8 “Pedestrian Minstrel” (1973)

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

Black History Month Begins Today

Today is the first day of Black History Month. In my classroom, every month is Black History Month, simply because Black History is American History. Mark’s Text Terminal always observes Black History Month, mainly because the history of the African Diaspora in general, and its salubrious effect on the United States in particular, has always been of keen interest to me.

This year’s Black History Month arrives amidst a social and cultural atmosphere that has become especially ugly. Thanks to nativist loudmouths like Stephen Miller (who, incredibly, holds the position of “senior policy advisor” in the White House) and Steve Bannon, as well as the egotistical, foul-mouthed, and self-pitying “president” of the United States, our nation’s ugly bigotry is right out in the open once more. I suppose that’s a good thing–at least we know our adversaries. But it is unpleasant at best to live with.

Words are words, but the fact is that some police forces around our country appear to have declared open season on citizens of African descent. Personally, I remain bereft of the loss to our country of Trayvon Martin, a victim of the brazenly murderous instincts of a disastrous human being named George Zimmerman, who continues to have scrapes with the law.

For almost 15 years, I have lived in diverse neighborhoods in New York City. For the first seven years I was here, I lived on two different blocks in Harlem–once known as the capital of Black America. Across those seven years, I was treated only with respect by my neighbors. I ask you, rhetorically, this: if a Black man moved into a homogeneously white neighborhood, could he expect similar treatment? I rather doubt it, and that says nothing good about our country.

I continue to live in a diverse neighborhood, and I worry that the Eurocentric rhetoric emanating from the highest reaches of government, as well as the murders committed by police officers around the country, have the potential to poison relations between my neighbors, fellow subway riders, and other people with whom I passively associate here in my adopted city.

So, for Black History Month 2018, every post on Mark’s Text Terminal will be related to the history of citizens of the United States of African descent (which I say understanding that everyone on this planet, in the final analysis, is of African descent; Black History Month refers to more recent arrivals from the continent, mostly, if we are to be honest with ourselves about this, the descendants of people abducted in Africa subjugated into chattel slavery in the Americas). Let’s begin with this Cultural Literacy worksheet on the Black Power Movement. I’m old enough to remember it well, and feel encouraged that we may now be seeing its return, a development I welcome.

For the record, I do understand that my efforts here are mostly inconsequential. The White House has a 24-hour cable news propaganda machine (i.e. Fox News) with global reach, while I have my blog with fifteen views a day.

If you find typos in the Word document on Black Power above, 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.

Martin Luther King Jr. Day, 2018

I’m old enough to remember Dr. Martin Luther King, Jr. in life and in death. Indeed, I remember vividly that April day in 1968–I was in third grade–when a career criminal named James Earl Ray assassinated Dr. King while he was in Memphis assisting sanitation workers in their quest to be treated with basic human dignity by that municipal government. As confused and conflicted as my parents’ political principles were, they respected Dr. King, and admired the work he was doing. My father, as I recall (remember: I was eight years old, so some of this stuff was a little over my head), was particularly demoralized by Dr. King’s murder, and saw it as a sign, along with the horrors of the Vietnam War, of encroaching barbarism.

Today, we observe the anniversary of Dr. King’s work. Here is  a reading on the practice of nonviolent resistance, which was the cornerstone of Dr. King’s strategy in his fight for civil rights for Americans of African descent. You might want to use this comprehension worksheet to accompany it. Finally, here is a piece of work I consider timely–especially considering this report on inequality in schools in the United States that came over the transom yesterday–to wit, this Cultural literacy worksheet on de facto segregation.

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 Weekly Text, September 1, 2017: A Complete Lesson Plan on the Most Commonly Used Prepositions

Of the seven units on the parts of speech I’ve built, the one on prepositions is the shortest. As I start writing this week’s Text, I realize that with this post I’ve already published three of the seven lessons in the unit–and one of them just last week.

This is the third lesson in the unit, on working with commonly used prepositions. There are, as with most of the lessons I post here, two do-now, Everyday Edit exercises to start the lesson, the first on the “Miracle Worker,” Anne Sullivan and the second on James Forten, a free Black man in Philadelphia. The center of this lesson is this scaffolded worksheet on working with commonly used prepositions. To complete it, students will benefit from access to this learning support on using prepositions, prepositional phrases, and compound prepositions. Finally, while delivering this lesson, I’m confident that you’ll find the teacher’s copy and answer key helpful.

That’s it. School starts on Tuesday! I hope the school year starts well for 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.

The Weekly Text, August 25, 2017: A Lesson Plan on Using Prepositions with Pronouns in the Objective Case

Last spring, while teaching my unit on prepositions, I found I needed to revise and strengthen this lesson plan on using prepositions with pronouns in the objective case; as long as I had it out, I duplicated and set it aside for a future text, and that future has arrived, so here it is as a Weekly Text.

To teach this lesson you’ll need the two do-now exercises (and, as I’ve written here before, if you like Everyday Edits, the good people at Education World generously give them away), the first of which is an Everyday Edit on Charles Drew; the second, another Everyday Edit, this one on the poet Gwendolyn Brooks, you may need if classroom exigencies extend this lesson into a second day. The mainstay of this lesson is this scaffolded worksheet on using prepositions with the objective case of pronouns. Your students and you will probably find useful this learning support to accompany the worksheet.

I design my worksheets, as you’ll see explained in the About Weekly Texts on the home page banner, so that I can insert students’ names in them as both subject and object noun. This worksheet is, in terms of these insertions, complicated sufficiently that I’ve decided to include in this post this finished copy, ready for classroom use, of the worksheet to demonstrate how to fill the asterisks with subject and object nouns in the worksheet itself. Finally, here is the teacher’s copy of the worksheet which serves as the answer key as well.

That’s it. I hope this lesson is useful to you, and not marred by its prolixity.

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.

Wise Words from Africa on Willful Ignorance

“Not to know is bad; not to wish to know is worse.”

African Proverb

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

James Baldwin on Education as a Consciousness Raising Process

(Aside: Have you seen I Am Not Your Negro, the documentary about James Baldwin’s abandoned book, Remember This House? It’s a fine film, richly deserving of all the fulsome praise it has garnered. I highly recommend it.)

“The paradox of education is precisely this—that as one begins to become conscious one begins to examine the society in which he is being educated.”

James Baldwin “The Negro Child—His Self Image” in The Saturday Review (1963)

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

Langston Hughes on Deferring Dreams

“What happens to a dream deferred? Does it dry up like a raisin in the sun?”

Langston Hughes “A Dream Deferred” (1936)

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

Poignant Words from Melba Patillo Beals, an American Hero

“When I watch news footage of the day we entered the school guarded by the 101st soldiers, I am moved by the enormity of that experience. I believe that was a moment when the nation took one giant step forward.”

Melba Patillo Beals on the Integration of Little Rock Schools in Warriors Don’t Cry (1994)

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