Tag Archives: readings/research

Cultural Literacy: Frankenstein

Moving right along this morning, here is a Cultural Literacy worksheet on the novel Frankenstein. This is a full-page document with a reading of five sentences and four comprehension questions.

How has what is ostensibly a horror story (which I’ve always read as an allegory on the naivete of Enlightenment notions about the perfectibility of man) to do with Women’s History Month? Well, this novel’s author is Mary Shelley, who was also known as Mary Wollstonecraft Shelley after her mother, Mary Wollstonecraft, who was a pioneering feminist and author of A Vindication of the Rights of Woman.

And while I am conflicted about using these women’s husbands to identify them, the two men are important for understanding the milieu in which Mary Shelley and her mother lived. Mary Shelley came by her name through her marriage to Percy Bysshe Shelley, the major English romantic poet. Mary Wollstonecraft married William Godwin, the British journalist, political philosopher, and novelist who, if he were alive today, would be quickly dismissed by the far right wing of the Republican Party as a man of the “woke left.”

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, 1 March 2024, Women’s History Month Week 1: A Reading and Comprehension Worksheet on Barbie

She has had a big year with her hit movie, so here, for the first Friday of Women’s History Month 2024 is this reading on Barbie along with its accompanying vocabulary-building and comprehension worksheet. The reading, from the The Intellectual Devotional Modern Culture, takes a crisply and, to my mind, surprisingly critical look at Barbie. I gather the the film does the same, though I have not seen it.

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, 23 February 2024, Black History Month 2024, Week IV: Alex Wheatle Lesson 5

For the fifth and final Friday of Black History Month 2024, here is the fifth and final lesson of a unit on the life and times of Alex Wheatle. I open this lesson with this Cultural Literacy worksheet on social class.

This unit final assessment is the principal work for this lesson, and for the unit itself. You will note that it is a broad melange of tasks. I prepared this document with the idea that I would rarely, if ever, use it in its entirety. Rather, I would pick and choose among the questions and writing imperatives for what best suited the needs and abilities of a whole class in general and single students in particular. In other words, this document was prepared for ease of differentiation.

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.

Denmark Vesey

“Denmark Vesey: (1767?-1822) U.S. insurrectionist. Born in the West Indies, he was sold to a Bermuda slaver captain, with whom he sailed on numerous voyages. They settled in Charleston, South Carolina, and Vesey was allowed to purchase his freedom for $600 in 1800. After reading antislavery literature, he determined to relieve the oppression of slaves. He organized city and plantation blacks (up to 9,000 by some estimates) for an uprising in which they would attack arsenals, seize the arms, kill all whites, burn Charleston, and free the slaves on surrounding plantations. After a house servant warned the authorities, the insurrection was forestalled and 130 blacks were arrested; Vesey was tried and hanged with 35 others.”

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

Carter G. Woodson on Blackness, Social Class, and Liberal Arts Education

“During these years, too, the schools for the classic education for Negroes have not done any better. They have proceeded on the basis that every ambitious person needs a liberal education when as a matter of fact this does not necessarily follow. The Negro trained in the advanced phases of literature, philosophy, and politics has been unable to develop far in using his knowledge because of having to function in the lower spheres of the social order. Advanced knowledge of science, mathematics and languages, moreover, has not been much more useful except for mental discipline because of the dearth of opportunity to apply such knowledge who were largely common laborers in towns or peons on plantations. The extent to which such higher education has been successful in leading the Negro to think, which above all is the chief purpose of education, has merely made of him more of a malcontent when he can sense the drift of things and appreciate the possibility of success in visioning conditions as they really are.

It is very clear, therefore, that we do not have the life of the Negro today a large number of persons who have been benefited by either of the systems about which we have quarreled so long. The number of Negro mechanics and artisans have comparatively declined during the last two generations. The Negroes do not proportionately represent as many skilled laborers as they did before the Civil War. If the practical education which the Negroes received helped to improve the situation so that it is today no worse than what it is, certainly it did not solve the problems as was expected of it.

On the other hand, in spite of much classical education of the Negroes we do not find in the race a large supply of thinkers and philosophers. One excuse is that scholarship among Negroes has been vitiated by the necessity for all of them to combat segregation and fight to retain standing ground in the struggle of the races. Comparatively few American Negroes have produced creditable literature, and still fewer have made any large contribution to philosophy or science. They have not risen to the heights of black men father removed from the influences of slavery and segregation. For this reason we do not find among American Negroes a Pushkin, a Gomez, a Geoffrey, a Captein, or Dumas. Even men like Roland Hayes and Henry O. Tanner have risen to the higher levels by getting out of this country to relieve themselves of our stifling traditions and to recover from their education.”

Excerpted/Adapted from: Woodson, Carter G. The Mis-education of the Negro. Eastford, CT: Martino Fine Books, 2018.

The Weekly Text, 16 February 2024, Black History Month 2024, Week III: Alex Wheatle Lesson 4

For the third week of Black History Month 2024, here is the fourth lesson of five on the life and times of the British Young Adult novelist Alex Wheatle. I open this lesson with this Cultural Literacy worksheet on the Battle of Britain.

This lesson deals with the aftermath of the New Cross Fire, which is collectively remembered in England as the New Cross Massacre. The centerpiece of this lesson is this chapter from Darcus Howe: A Political Biography (London: Bloomsbury Academic, 2022), “13 Dead and Nothing Said.” This is a fifteen-page article, and I prepared this excerpted and adapted version of it. Finally, here is the comprehension and analysis worksheet that attends the reading.

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.

Jamaica Kincaid

“Jamaica Kincaid: (1949-) Antiguan novelist and short-story writer. Kincaid’s collection of ten short stories, At the Bottom of the River (1983), is distinctive in its poetic style and dream sequences. The collection explores what it means to grow up female in the Caribbean, through an intense mother/daughter relationship. Annie John (1985), an autobiographical novel, portrays a female protagonist struggling to establish an identity within the complexities of Caribbean society. Other works include A Small Place (1988), an essay about Antigua, and Lucy, a novel.”

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

The Weekly Text, 9 February 2024, Black History Month 2024, Week II: Alex Wheatle Lesson 3

For this, the second week of Black History Month 2024, here is the third lesson of five on the life, times, and art of British Young Adult novelist Alex Wheatle. This lesson deals with the infamous New Cross House Fire on 18 January 1981. It was a fraught and seminal moment for Britain’s black community, and it is dealt with in the film that attends this unit, Alex Wheatle. The film dramatizes the events at New Cross on that night with a photomontage that is underpinned by Linton Kwesi Johnson, in particularly mellifluous voice, reading his poem about the event, “New Crass Massakah.”

If you open the link under Mr. Johnson’s name above, you will find the Wikipedia article on him that observes that in “2002 he became the second living poet, and the only black one, to be published in the Penguin Modern Classics series.” For some reason, finding that book proved very difficult, and I ended up with what would appear to be an American subsidiary edition published by Copper Canyon Press in Port Townshend, Washington. I assembled a large assortment of documents for this lesson.

Let’s start with this fine introduction to the the collection of Linton Kwesi Johnson poems, Mi Revalueshanary Fren (Port Townshend, Washington: Copper Canyon Press, 2006) I secured. The well-regarded American poet and novelist Russell Banks wrote it, and it is a doozy. I haven’t used it in both the instances I taught this unit, but I wanted to have it around so that I can use it to help students understand the importance of Mr. Johnson’s work. It seems that I have some future plans for this document, because I took the time to prepare a second version with a lexicon appended.

I open this lesson with this context clues worksheet on the adjective crass. The reading for this lesson, unsurprisingly, is the poem “New Crass Massakah.” I prepared this second version with each stanza numbered if you need something a bit more supportive and supported. Should you need to use the numbered version, you’ll probably need to do some editing on the comprehension and analysis worksheet that attends the poem.

Finally, here is the list of the New Cross dead. Nota bene, please, that the oldest of them was 22–and most were teenagers.

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.

Modern Jazz Quartet

“Modern Jazz Quartet: U.S. jazz ensemble founded by pianist John Lewis, vibraphonist Milt Jackson, drummer Kenny Clarke, and bassist Ray Brown in 1951. They originally worked together as the rhythm section for Dizzy Gillespie’s big band in 1946. The quartet established a reserved and subtle approach to the modern jazz innovations of the mid-1940s, incorporating elements of classical chamber music with original compositions and jazz standards. Percy Heath replaced Brown in 1952, and Connie Kay replaced Clarke in 1955; upon Kay’s death in 1994, Percy’s brother Albert ‘Tootie’ Heath joined the group.”

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

The Weekly Text, 2 February 2024, Black History Month 2024, Week I: Alex Wheatle Lesson 2

For the first Friday of Black History Month 2024, and following last week’s relatively turgid Text, this week’s Text is the second lesson of five on the British young adult novelist Alex Wheatle. The do-now for this unit is this Cultural Literacy worksheet on the British Empire. I think a word of caution on this document is called for: this is a full-page worksheet with a reading of four long compound sentences and seven comprehension questions. In other words, it can and probably should be pared down. But I do think it’s important, when teaching about racism around the world, and particularly England, to deal with the problem of imperialism, manifest destiny, or whatever other nonsensical ideologies are in play to justify imperial land and resource grabs.

This biography of Alex Wheatle is adapted from The Guardian; if you want the full version of the article, it’s under that hyperlink–and is 1,898 words long, a fact which strikes me as salient here. Finally, here is the comprehension and analysis worksheet that accompanies the reading.

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.