Tag Archives: questioning/inquiry

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.

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.

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 Weekly Text, October 2, 2015: A Lesson Plan on Genocide

We teachers in Lower Manhattan are fortunate to have the Museum of Jewish Heritage–A Living Memorial to the Holocaust in our precincts, and in most cases within walking distance. The Museum is diverse (as I write this, it is running an exhibition on design called “Designing Home: Jews and Midcentury Modernism”) but its Core Exhibition addresses the 100-year-or-so period in Europe, and the Jewish experience there, surrounding the Holocaust.

The Museum is generous with opportunities for New York City public schools to attend exhibits and educational programs. Their programs are sophisticated and students report back, even those alienated from school, that they found the experience quite meaningful.

This is a reading and writing lesson on genocide designed to equip students with prior knowledge of a key concept that will enable them to better understand the context of their museum visit. There are two do-now exercises, so if you’re unfamiliar with their use, you’ll need the Focus on One Word Worksheets Users’ Manual as well as the explanation of asterisks in the About Weekly Texts page on the banner above this entry. Although I originally taught this as a stand-alone special topic lesson, I have incorporated it into a larger Freshman Global Studies unit, so the lesson plan lacks standards to rationalize it. Again, if you look at the About Weekly Texts page, you’ll find typescripts (from which you can copy and paste standards) of the complete English Language Arts and Social Studies Common Core Standards.

Genocide is nobody’s idea of a pleasant topic for conversation;  United States Ambassador to the United Nations Samantha Power has aptly called it it, in her book of the same name, “a problem from hell.” As context for a visit to A Living Memorial to the Holocaust, a relatively deep understanding of genocide and its impetuses is de rigeur. This lesson, I hope, will help students develop their own understanding of that context.

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.