Tag Archives: readings/research

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.

How We Waste Time at School

“We are being sold a bill of goods when in comes to talking about tougher standards for our schools. The standards movement is pushing teachers and students to focus on memorizing information, then regurgitating facts for high test scores. The shift is away from teaching students to be thinkers who can make sense of what they’re learning.”

Alfie KohnThe Case Against Standardized Testing (2000)

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

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.

Vaya con Dios, Tom Porton

When I began my career as a New York City special education teacher in 2003, I worked on Jackson Avenue, which runs down the east side of St. Mary’s Park in the South Bronx. If your training or your own interests have brought Jonathan Kozol’s book Amazing Grace to your attention, then you already know something about that part of The Bronx.

A bit to the north and east of that school is James Monroe High School. For 46 years, Tom Porton served as an English teacher at Monroe. The South Bronx is not exactly the garden spot of the Five Boroughs, but 46 years ago, in 1970, it was almost literally a war zone–and as the decades passed, it only got worse. Year after year, Tom Porton worked to improve the lives of children in this blighted and often dangerous neighborhood. By all accounts (like this one in The New York Daily News, or this one from NY1, our local cable news provider), he was successful and much beloved by his students. Indeed, in 1995, Mr. Porton was inducted into the National Teachers Hall of Fame.

If you clicked through on the link under Tom Porton’s name above, you know now that this story has an unfortunately shameful ending. As I’ve said elsewhere, this is not a political blog and I am not a political writer. That said, every so often something happens in the New York City School system, something like this episode, that is such an egregious affront to educators that I am compelled, if not exactly to comment on it, then at least to report it.

The story speaks for itself, I think. In any case, let’s hear from Tom Porton himself, in this post from Mark Naison’s blog, With A Brooklyn Accent.

Farewell, Tom Porton. You will be missed.

Teaching the Whole Child

“Anxiety checks learning. An overall feeling of inferiority, a temporary humiliation, a fit of depression, defiance or anger, a sense of being rejected, and many other emotional disturbances affect the learning process. The reverse is true; a feeling of well-being and of being respected by others stimulates the alert mind, willingness to participate, and an attitude conducive to learning.”

Eda LeShan The Conspiracy against Childhood (1967)

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

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.

Edmund Wilson’s Refusal Card

The great American literary critic Edmund Wilson, of whom I have long been an great admirer, was famous for his refusal card, which I’ve reprinted here. At some point, I’ll rewrite this for public school teachers. Is there anything or anyone in particular to which or whom you would like to say no?

“Edmund Wilson regrets that it is impossible for him without compensation to:

read manuscripts

contribute to books or periodicals

do editorial work

judge literary contests

deliver lectures

address meetings

make after-dinner speeches

broadcast;

Under any circumstances to:

contribute to or take part in symposiums

take part in chain-poems or other collective compositions

contribute manuscripts for sales

donate copies of his books to libraries

autograph books for strangers

supply personal information about himself

supply photographs of himself

allow his name to be used on letter-heads

receive unknown persons who have no apparent business with him.”

A Couple of Thoughts as the School Year Begins

“We live in a time of such rapid change and growth of knowledge that only who is in a fundamental sense a scholar—that is, a person who continues to learn and inquire—can hope to keep pace, let alone play the role of guide.”

Nathan M. Pusey The Age of the Scholar (1963)

“Our best chance for happiness is education.”

Mark Van Doren (1894-1973)

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

Edmund Burke Huey

“And to completely analyze what we do when we read would almost be the acme of a psychologist’s achievements, for it would be to describe very many of the workings of the human mind, as well as to unravel the the tangled story of the most remarkable specific performance that civilization has learned in all its history.”

Edmund Burke Huey’s The Psychology and Pedagogy of Reading (Cambridge: MIT Press, 1968), first published in 1908, is apparently one of the first serious, scholarly monographs on the how the brain performs during reading, and the methodology teachers might use to improve that performance. Mr. Huey was an early research psychologist, and he occupied the first half of this book with (as the title patently indicates) the psychology of reading. More useful, if one is a teacher, is the second half of the book on the pedagogy of reading.

Such books are abundant now, and some are better than others. What I find particularly interesting about Mr. Huey’s exposition of the pedagogy of reading is his integration of elements of the history of publishing (types of editions, typefaces, illustrations, and the like) into consideration in how a pedagogue can best assist his or her charges in learning to read. What might teachers improve in the design–in terms of type characteristics, design, syntax, forms of sentences, punctuation–of curriculum for struggling learners? Edmund Burke Huey opens that discussion here.

Given the amount of research into, well, the psychology and pedagogy of reading since this book’s publication (which was in 1908, after all), this is probably not the best book to read if you are looking to improve your teaching practice quickly. On the other hand, if you want a carefully researched meditation on reading, and an interesting piece of intellectual history, this is a book well worth examining.