Tag Archives: women’s history

Adrienne Rich: The “Newsworthy” Element of My Refusal of the National Medal for the Arts

“The invitation from the White House came by telephone on July 3 [1997]. After several years’ erosion of arts funding and hostile propaganda from the religious right and the Republican Congress, the House vote to end the National Endowment for the Arts was looming. That vote would break as news on July 10; my refusal of the National Medal for the Arts would run as a sidebar story alongside in the New York Times and San Francisco Chronicle.

In fact, I was unaware of the timing. My refusal came directly out of my work as a poet and essayist and citizen drawn to the interfold of personal and public experience. I had recently been thinking and writing about the shrinking of the social compact, of whatever it was this country had ever meant when it called itself a democracy: the shredding of the vision of government of the people, by the people, for the people.

‘We the people–still an excellent phrase,’ said the playwright Lorraine Hansberry in 1962, well aware who had been excluded, yet believing the phrase might someday come to embrace us all. And I had for years been feeling both personal and public grief, fear, hunger, and the need to render this, my time, in the language of my art.

Whatever was ‘newsworthy’ about my refusal was not about a single individual–not myself, not President Clinton. Nor was it about a single political party. Both parties have displayed a crude affinity for the interests of corporate power, while deserting the majority of the people, especially are most vulnerable. Like so many others, I’ve watched the dismantling of our public education, the steep rise in our incarceration rates, the demonization of our young black men, the accusation against our teen-age mothers, the selling of health care–public and private–to the highest bidders, the export of subsistence-level jobs in the United States to even lower-wage countries, the use of below-minimum-wage prison labor to break strikes and raise profits, the scapegoating of immigrants, the denial of dignity and minimal security to working and poor people. At the same time, we’ve witnessed the acquisition of publishing houses, once risk-taking conduits of creativity, by conglomerates driven single-mindedly to fast profits, the acquisition of major communications and media by those same interests, the sacrifice of the arts and public libraries in stripped-down school and civic budgets, and, most recently, the evisceration of the National Endowment for the Arts. Piece by piece the democratic process has been losing ground to the accumulation of private wealth.”

Excerpted from: Hunter, J, Paul, Alison Booth, and Kelly J. Mays. The Norton Introduction to Poetry, Ninth Edition. New York: Norton, 2007.

Adrienne Rich: Why I Refused the National Medal for The Arts

[This is the letter poet and essayist Adrienne Rich sent  on July 3, 1997, to then director of the National Endowment for the Arts, actor Jane Alexander. In it, Ms. Rich explains why her conscience forbids her to accept the National Medal for the Arts that year. Incidentally, this wasn’t the first time Adrienne Rich took a principled stand in refusing an award.]

“Dear Jane Alexander,

I just spoke with a young man from your office, who informed me that I had been chosen to be one of twelve recipients of the National Medal for the Arts at a ceremony at the White House in the fall. I told him at once that I could not accept such an award from President Clinton or this White House because the very meaning of art, as I understand it, is incompatible with the cynical politics of this administration. I want to clarify to you what I meant by my refusal.

Anyone familiar with my work from the early sixties on knows that I believe in art’s social presence–as a breaker of official silences, as a voice for those whose voices are disregarded, and as a human birthright. In my lifetime I have seen the space for the arts opened by movements for social justice, the power of art to break despair. Over the past two decades I have witnessed the increasingly brutal impact of racial and economic injustice in our country.

There is no simple formula for the relationship of art to justice. But I do know that art–in my own case the art of poetry–means nothing if it simply decorates the dinner table of power that holds it hostage. The radical disparities of wealth and power in America are widening at a devastating rate. A president cannot meaningfully honor certain token artists while the people at large are so dishonored.

I know you have been engaged in a serious and disheartening struggle to save government funding for the arts, against those whose fear and suspicion of art is nakedly repressive. In the end, I don’t think we can separate art from overall human dignity and hope. My concern for my country is inextricable from my concerns as an artist. I could not participate in a ritual that would feel so hypocritical to me.

Sincerely.

Adrienne Rich

cc: President Clinton”

Excerpted from: Hunter, J, Paul, Alison Booth, and Kelly J. Mays. The Norton Introduction to Poetry, Ninth Edition. New York: Norton, 2007.

Cultural Literacy: Betty Friedan

Here is a Cultural Literacy worksheet on Betty Friedan. This is a half-page worksheet with a reading of three sentences and three comprehension questions. In other words, a basic introduction to this seminal figure in the modern feminist movement.

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.

Adrienne Rich on the Needs of Art

“Art can never be totally legislated to any system, even those that reward obedience and send dissidents to hard labor and death; not can it, in our specifically compromised system, be really free. It may push up through cracked macadam, by the merest means, but it needs breathing space, cultivation, protection to fulfill itself, Just as people do. New artists, young or old, need education in their art, the tools of their craft, chances to study examples from the past and meet practitioners in the present, get the criticism and encouragement of mentors, learn that they are not alone. As the social compact withers, fewer and fewer people will be told Yes, you can do this; this also belongs to you. Like government, art needs the participation of the many in order not to become the property of a powerful and narrowly self-interested few.”

Excerpted from: Hunter, J, Paul, Alison Booth, and Kelly J. Mays. The Norton Introduction to Poetry, Ninth Edition. New York: Norton, 2007.

The Weekly Text, 4 March 2022, Women’s History Month 2022 Week I: A Reading and Comprehension Worksheet on Margaret Sanger

March is Women’s History Month. Mark’s Text Terminal observes the occasion with documents posts and quotes dealing with women’s myriad contributions to the world. To begin the month, here is a reading on Margaret Sanger and a vocabulary-building and comprehension worksheet to accompany it.

Incidentally, I am well aware that Margaret Sanger is a controversial figure–and so is the organization she founded, Planned Parenthood, which issued this manifesto on Ms. Sanger, addressing her involvement with the eugenics movement in the United State and analyzing whether or not she was racist. This is an extremely complicated topic; if you type “Margaret Sanger and eugenics” you will receive page after page of results, many of them highly ideologically charged.

What Margaret Sanger did accomplish, to the offense of many, was to make contraception available to couples who could then, literally, plan their parenthood. Contraception is a sin in the Catholic church, though many Protestants also take umbrage at the idea that a woman has the right to control her own body. Planned Parenthood at this point in its history has established a history of providing healthcare (and yes, the occasional abortion, still legal for now) to low-income patients. For these reasons, Planned Parenthood has become a target of choice for the anti-feminist right wing of the Republican party. Margaret Sanger’s poor choice of ideological fellow travelers has made her a tool of activists who seek to destroy Planned Parenthood.

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,11 February 2022, Black History Month 2022 Week II: A Reading and Comprehension Worksheet on Aretha Franklin

For Week II of Black History Month 2022, here is a reading on Aretha Franklin with its accompanying vocabulary-building and comprehension worksheet. The Queen of Soul has been in the zeitgeist recently with the new biographical motion picture on her, Respect.

Have you seen the movie? I haven’t, but plan to. The producers assembled one hell of a cast, including the incomparable Audra McDonald as Aretha’s mother, Barbara Siggers Franklin, Forest Whitaker as her father, The Reverend C.L. Franklin, and Mary J Blige (!) as Dinah Washington. And last but certainly not least, Jennifer Hudson as Aretha herself.

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, 14 January 2022: A Lesson Plan on the Compound Preposition

This week’s Text is this lesson plan on using compound prepositions.

I open this lesson with this Everyday Edit worksheet on Eleanor Roosevelt; if this lesson goes into a second day, here is another on time zones. Incidentally, if you and your students find these Everyday Edit worksheet edifying (and therefore rewarding), the good people at Education World generously distribute a yearlong supply of them at no charge.

Here is the scaffolded worksheet that is the principal work of this lesson. And, at last, here is the teacher’s copy of same.

And that is it for another week.

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, 10 December 2021: A Concluding Assessment Lesson Plan on Pronouns

This week’s Text is final lesson plan of the pronouns unit that I’ve been posting piecemeal for the past couple of years. This is the 13th lesson in the unit and the concluding assessment. Nota bene, please, that is is emphatically not a test, but rather a supported assessment that, as the plan will explain, aims to assist students in developing their own understanding of a number of pieces of discrete procedural knowledge. This lesson should take place over a couple of days, if not three.

Accordingly, I’ve lined up three Everyday Edit worksheets to serve as do-nows for this lesson: the first on Susan B. Anthony; the second on Harriet Tubman; and the third on Jane Goodall. Incidentally, if you and your students find these Everyday Edit worksheets useful, or even enjoyable, as students I have served in the past (to my considerable surprise) have, then I have good news for you: the good people at Education World give away a yearlong supply of them.

There are two supports for this lesson (which students used during earlier lessons, so they will be familiar with them if you too have used them), the first on pronouns and case (with the verb to be conjugated for contextual support), the second on the use of indefinite pronouns  (e.g. someone, anyone, everybody, all, etc).

Finally, here is the worksheet for this lesson, which is really more of a graphic organizer. It guides students through all the lessons they have completed for this unit.

And that, esteemed reader, is it. There is now a 13-lesson unit on pronouns available on this site; simply type pronouns into the search bar in the upper-right-hand corner of the home page, and you will find them all.

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, 12 November 2021: A Review Lesson on the Use of Pronouns in Declarative Sentences

This week’s Text is the penultimate lesson in the 13-lesson unit on pronouns I engineered several years ago, and have been working on ever since. It is basically a pre-assessment review lesson to prepare student for the final lesson, a guided mastery exercise in which they review and recapitulate all the foregoing lessons.

I open this lesson with this Everyday Edit worksheet on “Women Get the Vote.” If the lesson enters a second day for whatever reason, here is another Everyday Edit, this one on Uncle Tom’s Cabin. Here is the scaffolded worksheet for this lesson that is its primary work. Finally, here is the teacher’s copy of same. I’ll put up the final lesson soon, and then there will be a 13-lesson unit on pronouns available in its entirety on Mark’s Text Terminal.

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.

Isabel Allende

“Isabel Allende: (1942-) Chilean novelist, short-story writer, and journalist. Touted as the first major female figure in Latin America’s book of narrative fiction, she has become one of the continent’s best known and bestselling authors, but has been dismissed by some as an epigone of Gabriel Garcia Marquez and his school of Magic Realism. Born in Lima, Peru, she worked as a journalist in Chile. After President Salvador Allende, her father’s cousin, was deposed in 1973, she emigrated to Venezuela and then to the U.S. Her best-known novel is her first book, La casa de los espiritus (1982; tr The House of the Spirits, 1985); set in a nameless Latin American country, it is the story of several generations of the upper-class Trueba family. It was followed by the novels De amor y de sombra (1984; tr Of Love and Shadows, 1985) and Eva Luna (1987; tr 1988), and the short-story collection Cuentos de Eva Luna (1990; tr The Stories of Eva Luna, 1991). Later books include El plan infinito (1991; tr The Infinite Plan, 1993), the story of a Chicano lawyer in San Francisco, and Paula (1994; tr 1995), a moving account of her daughter’s illness and death.”

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