“The patience and forbearance of the poor are among the strongest bulwarks of the rich.”
C.L.R. James, The Black Jacobins: Toussaint L’Ouverture and the San Domingo Revolution. New York: Vintage 1989.
“The patience and forbearance of the poor are among the strongest bulwarks of the rich.”
C.L.R. James, The Black Jacobins: Toussaint L’Ouverture and the San Domingo Revolution. New York: Vintage 1989.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged black history, philosophy/religion
“It is not light that is needed, but fire; it is not the gentle shower, but thunder. We need the storm, the whirlwind, and the earthquake, The feeling of the nation must be quickened; the conscience of the nation must be roused; the propriety of the nation must be startled; the hypocrisy of the nation must be exposed; and its crimes against God and man must be proclaimed and denounced.”
Frederick Douglass, Speech, Rochester, New York, 5 July 1852
Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.
This week’s Text, in this blog’s ongoing observance of Black History Month 2021, is this reading on George Washington Carver along with its accompanying vocabulary-building and comprehension worksheet. Today is the final Friday of Black History Month for this year; on Monday, March 1, this blog turns the corner to Women’s History Month.
Professor Carver is a staple of Black History, and usually observations of him tend to emphasize his interest in the peanut and its infinite varieties. While I don’t want to minimize those accomplishments–I for one would be very interested in knowing what Professor Carver’s recipes have added to the gross domestic product of the United States since their inception–I think it’s important to remember that George Washington Carver was a sophisticated agronomist who understood the need to rotate crops in southern fields so that cotton wouldn’t exhaust the topsoil. Alone, this area of his scholarly career makes Professor Carver an early environmentalist.
And all of this he accomplished while on the faculty of Tuskegee University in Alabama, in the heart of the Jim Crow South. If we White Americans are going to he honest with ourselves, we must stipulate that being a smart Black man in Alabama in the late-nineteenth and early-twentieth centuries could be dangerous indeed. For Americans of African descent, subservience and deference were the orders of the day in the Jim Crow South. His commitment to educating poor farmers also would have put him in the crosshairs of, say, the Ku Klux Klan.
So let’s all tip our hats to this great man.
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.
“You gotta say this for the white race—its self-confidence knows no bounds. Who else could go to a small island in the South Pacific where there’s no poverty, no crime, no unemployment, no war, and no worry—and call it a ‘primitive society.’”
Dick Gregory, From the Back of the Bus (1962)
Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged black history, humor, philosophy/religion, united states history
Here is a Cultural Literacy worksheet on W.E.B. Du Bois. He is a world-historical figure about whom, I confess, I know less than I should.
Fortunately, I found my way to the rich public programming at Yale University’s Beinecke Rare Book & Manuscript Library, where I have been attending particularly rich and edifying webinars on Monday afternoons. These are open to the public; if you’re on Twitter, simply follow the Beinecke, which regularly tweets about upcoming events. Otherwise, searching “Mondays at Beinecke” (or clicking on that hyperlink) will take you to a calendar of events at the Library.
In any case, the Beinecke possesses some of W.E.B. Du Bois’s papers, which came to the Library by way of one of the major collections at the library, the James Weldon Johnson and Grace Nail Johnson Papers, which is a treasure trove of materials related to Black History in the United States in the twentieth century.
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.
“Afroasiatic languages formerly Hamito-Semitic languages: Superfamily of about 250 languages presently spoken by and estimated 250-300 million people ethnically and physically diverse people in North Africa and parts of sub-Saharan Africa and in southwest Asia. The major branches of Afroasiatic are Semitic, Berber, Egyptian, Cushitic and Chadic. Berber is a group of closely related languages spoken by perhaps 15 million people in enclaves scattered across North Africa from Morocco to northwest Egypt and in parts of the western Sahara. Cushitic is a family of about 30 languages spoken by more than 30 million people in northeast Sudan, Eritrea, Ethiopia, Somalia, Djibouti, Kenya, and a few areas of northeast Tanzania. Omotic, formerly classified as part of Cushitic, is a cluster of perhaps more than 30 languages spoken by 2-3 million people, most of whom live near the Omo River in southwest Ethiopia. Chadic comprises about 140 languages, most poorly known to linguists, spoken in northern Nigeria, southern Niger, southern Chad, and northern Cameroon; except for Hausa, probably no individual Chadic language has more than half a million speakers.”
Excerpted/Adapted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.
“Richard Allen: (1760-1831) U.S. religious leader. He was born to slave parents in Philadelphia, and his family was sold to a Delaware farmer. A Methodist convert at 17, he was licensed to preach five years later. By 1786 he had purchased his freedom and settled in Philadelphia, where he joined St. George’s Methodist Episcopal Church. Racial discrimination prompted him to withdraw in 1787, and he turned an old blacksmith shop into the first black church in the United States. Allen and his followers built the Bethel African Methodist Church, and in 1799 he was ordained as its minister. In 1816 he organized a conference of black leaders to form the African Methodist Episcopal Church, of which he was named the first bishop.”
Excerpted/Adapted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.
Here is a Cultural Literacy worksheet on Martin Luther King Jr.’s justly famous “Letter from Birmingham Jail.” This is a full-page document, so it is suitable for use as independent practice–or however you need to alter it for your students. This is a brief introduction to the letter and the gravamen of its argument. It should not, indeed cannot, be used as a substitute for the actual text of the Letter.
As you probably know, the “Letter from Birmingham Jail” remains one of the great pieces of English rhetoric, as well as an important philosophical statement. It is, in every sense, a world-historical document. It should be taught as such–as well as for its importance to the Civil Rights movement in the United States.
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
“Afrocentrism: Ideology that promotes the study of history from an African point of view, viewing Africans as agents of history and not merely as subjects of investigation. One of its controversial tenets is that ancient Greek culture, especially philosophy, owes its accomplishments to Egypt, and idea brought to widespread attention by Martin Bernal’s Black Athena (1989). The debate on Afrocentrism has sparked charges and countercharges of racism, in part due to extremist pronouncements on both sides. A number of urban schools in the United States now offer an Afrocentric curriculum.”
Excerpted/Adapted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.
Here is a Cultural Literacy worksheet on Haiti. This is a full-page worksheet, so it is suitable, I think, for a number of uses besides the rather limited do-now scope of the shorter, half-page Cultural Literacy worksheets posted on this blog.
Have you, by any chance, read C.L.R. James’s well-regarded history of the Haitian Revolution, The Black Jacobins? I just started it yesterday, and it is all it is reputed to be: classic, at once passionate and analytical, infused with a rich contempt for tyranny, and and endowed with a welcome and edifying scholarly apparatus. I should also mention that Mr. James wrote with verve, and used his gifts as a prose stylist to produce fiction and drama as well.
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.
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