Tag Archives: readings/research

Cultural Literacy: Dred Scott Decision

Here’s a Cultural Literacy worksheet on the Dred Scott Decision, an ignominious moment among several in the history of the United States Supreme Court. This is a full-page worksheet with seven questions; it can be used, therefore, as an independent practice worksheet. But it can also be easily adapted to the needs of your classroom and its students.

What this worksheet does not cite or invoke, and which students really ought to know, is Chief Justice Roger Taney’s infamous statement in the decision, to wit, that Dred Scott, like other Americans of African descent, possessed “…no rights which the white man was bound to respect….” This is a key moment of racist rhetoric in this nation’s history, and one students should be bound to understand. Put another way, anyone who says that racism isn’t a fundamental element of United States history really ought to have his or her nose rubbed in Justice Taney’s statement.

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.

Cultural Literacy: Ethiopia

Here is a Cultural Literacy worksheet on Ethiopia. This is a full-page worksheet with 14 questions, which the subject clearly merits. But like everything else at Mark’s Text Terminal, you can modify this Microsoft Word document for the needs of your students.

Incidentally, while the reading does mention that Ethiopia is one of the oldest Christian nations on earth, it does not mention the extraordinary rock-cut, monolithic churches in the town of Lalibela. These structures and their history probably ought to accompany any teaching about Ethiopia.

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 5, 2020, Black History Month 2021 Week I: A Reading and Comprehension Worksheet on Huey P. Newton

Here, for the first Weekly Text in observance of Black History Month 2021, is a reading on Huey P. Newton along with its accompanying vocabulary-building and comprehension worksheet.

In the mid-1970s, among my crowd in high school, Huey P. Newton was a bona fide hero. He co-founded, with Bobby Seale (another of our heroes), the Black Panther Party, (a heroic organization), which among many other things, fed breakfast to impoverished children and challenged the kind of police brutality that brings us events like the patently racist and sadistic murder of George Floyd in 2020.

It’s quite possible that your students may know Huey’s name. A panoply of rappers, including Tupac Shakur, Dead Prez, The Flobots, Public Enemy, Ab-Soul, Buddy and A$AP Ferg, and the great Kendrick Lamar have alluded to Huey in their rhymes. Pop artists like St. Vincent, Ramshackle Glory, Bhi Bhiman, and the Boo Radleys have also mentioned Huey in their songs. The character of Huey Freeman in Aaron McGruder’s brilliant comic strip and television show The Boondocks, a favorite of many students I’ve served over the years, is named for Huey P. Newton.

My own personal favorite pop-culture reference to Huey occurs in the 1979 film Richard Pryor: Live in Concertwhich Eddie Murphy regards as the greatest stand-up comedy performance ever captured on film. At the 1:06:54 mark (thanks to Wikipedia for that) of Mr. Pryor’s performance, he calls out to raise the house lights and introduces the audience to Huey P. Newton–who, alas, does not appear on camera.

Finally, I found Spike Lee’s production of Roger Guenveur Smith’s celebrated solo performance in A Huey P. Newton Story to be utterly riveting. Mr. Smith uncannily captures Huey’s deep intellect and abiding compassion, but also his essential shyness and even diffidence. I highly recommend this film.

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.

Sterling Allen Brown

“Sterling Allen Brown: (1901-1989) American poet, folklorist, editor, and critic. Brown was one of the first writers to identify folklore as a vital component of the black aesthetic and an important form of artistic expression. His first collection of poems, Southern Road (1932), was a critical success, fusing elements of ballads, spirituals, work songs, and the blues into narrative poems generally written in a Southern dialect. Two of Brown’s works written in 1937, Negro Poetry and Drama and The Negro in American Fiction, are major books of criticism on African-American studies. In 1941, Brown, along with colleagues Arthur P. Davis and Ulysses S. Lee, edited the The Negro Caravan, which was considered by many “the anthology of African-American literature.” With the publication of The Collected Poems of Sterling A. Brown (1980), Brown won the 1982 Lenore Marshall Poetry Prize and received widespread and deserved recognition.”

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

Cultural Literacy: Congress of Racial Equality (CORE)

Here is a Cultural Literacy worksheet on the Congress of Racial Equality (CORE). CORE was founded in 1942, and pioneered the use of nonviolent direct action in the struggle for civil rights and simple justice for Americans of African descent. It is impossible to underestimate the importance of CORE, which is why your students should learn about it. This is a half-page do-now exercise that serves as a general introduction to the organization. Needless to say there is a great deal out there about CORE and its founders.

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.

Afro-Caribbean, Afro-Brazilian, and Afro-American Religions

“Afro-Caribbean, Afro-Brazilian, and Afro-American Religions: Religions among persons of African ancestry in the Caribbean, Brazil, and the United States. These include Haitian vodun, the Jamaican Rastafarian movement, Santeria, and Candomble and other Macumba sects in Brazil. Similarly syncretistic religions appeared in the United States during the era of slavery. The Nation of Islam combines black nationalism with an unorthodox version of Islam. Black Protestant churches (especially Baptist and Pentecostal) have imported some forms of lively worship from Africa.”

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

The Holocaust

I’m not proud of the fact that somehow that it nearly escaped my notice that today is International Holocaust Remembrance Day. On January 27, 1945, the Red Army, conducting the Vistula-Oder Offensive, fought its way through eastern Poland and along the way liberated the Auschwitz concentration camp. In a time when Holocaust denial is actually taken seriously, and white supremacist thugs storm the United States capitol wearing “Camp Auschwitz” sweatshirts, now is the time to make sure young people understand this depraved moment in history.

So here is a reading on the Holocaust and its accompanying vocabulary-building and comprehension worksheet in observance and remembrance of this civilizational catastrophe.

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 Pentagram—Solomon’s Seal

The five-pointed star, the Pentagram, was a symbol of absolute authority to the Sumerian civilization of Mesopotamia (modern-day Iraq), as early as the third millennium BC. It represented an additional axis or the royal authority reaching out to the four corners of the earth. Later, in classical Greece, it was used as a mystic symbol by Pythagoreans and in early Jewish lore it was associated with Solomon’s Seal, a magical signet ring of King Solomon which gave him the power to command demons and speak to animals. (Confusingly, Solomon’s Seal can also be depicted as a hexagon.)

This Seal of Solomon was revered by Jews, Christians and Muslims. Indeed an interlinked ribbon version—known as the Seal of Solomon—is used on the Moroccan national flag. Medieval astrologers interpreted the pentagram as a symbol of the five wounds of Christ. However, the symbol dropped out of Christian use, having been co-opted by medieval necromancers and modern witchcraft.

Renaissance occultists made a distinction in the star’s orientation. When pointed upwards the star was good, symbolizing spirit presiding over the four elements of matter. Pointing down it was evil—the sign of the goat of black magic (whose face could be drawn in the star or its beard and horn suggested by the points). Wiccans have adopted the symbol (in its good form) as their emblem, and it is widely used by neo-Pagans, often as a pentacle, within an enclosed circle.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Leo Tolstoy

Here is a reading on Leo Tolstoy and its accompanying vocabulary-building and comprehension worksheet.

Do high school students read Tolstoy–or any of the big Russian authors, for that matter? I prepared these documents last week after a high school chum of mine mentioned in correspondence that he’d read Anna Karenina at our high school. Ours was a somewhat unusual (and unusually small) school, but not that far out of the mainstream–though I did read Richard Brautigan for the first time there.

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.

High Renaissance Art

“High Renaissance Art: Climax of Renaissance art, ca. 1495-1520. In the work of Leonardo da Vinci, Raphael, and Michelangelo, Italian art attained the High Renaissance ideal of harmony and balance within the framework of classical realism.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.