Monthly Archives: December 2019

Angkor

Angkor: The capital of the Khmer empire, in Kampuchia [sic], founded in c9AD. Most of the surviving ruins date from c!2. They were lost in jungle and rediscovered in the last century. The city of Angkor Thom was 2.8 km square and moated, with the fantastically sculptured temple of the Bayon at its center. Other temples such as Ta Prohm and Angkor Vat [sic] cluster in the neighbourhood.”

Excerpted from: Bray, Warwick, and David Trump. The Penguin Dictionary of Archaeology. New York: Penguin, 1984.

A Lesson Plan on the Sciences as a Cause of History

Here is a lesson plan on the sciences as a cause of history. I used this Cultural Literacy worksheet on class (i.e. social class) to open this lesson. Finally, here is the combination worksheet and note-taking blank that students use for this brainstorming and discussion lesson on how the sciences influence the process of history.

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 Algonquin Wits: Heywood Broun on Tough Guys

“On a voyage across the Pacific, Broun and his fellow passengers one day decided to provide themselves with an evening of entertainment. Heywood was asked to box three rounds with a man whose stature closely matched his own 240-pound frame. Before accepting the offer, Heywood engaged the other fellow in a chat, presumably to discover what he was up against. In the course of their talk, the man said to Heywood, ‘I’m going to ask you a question which I have wanted to ask someone ever since I got on this ship. What is this “demitasse” they have on the bill of fare?’ Heywood later sought out the chairman of the entertainment committee and announced, “I’ve changed my mind about boxing with that chap. Any man who doesn’t know what a “demitasse” is must be a tough guy.’”

Excerpted from: Drennan, Robert E., ed. The Algonquin Wits. New York: Kensington, 1985.

The Greatest Game Ever Played

Here is a reading on “The Greatest Game Ever Played,” which, in the opinion of many, apparently, was the December 1958 contest in Yankee Stadium between the Baltimore Colts and the New York Giants. This vocabulary-building and comprehension worksheet  accompanies the reading. This short reading characterizes this football game as the birth of the modern NFL.

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.

Fate of the 7 Days

“Monday’s child is full of face * Tuesday’s child is full of grace * Wednesday’s child is full of woe * Thursday’s child has far to go * Friday’s child is loving and giving * Saturday’s child  works hard for living * And the child that is born on the Sabbath day is bonny and blithe, good and gay

This poem was first printed in a collection of Devon folk-tales in 1838, though it had a widespread English oral tradition for many centuries before this, Should you recite it to a child who turns out to be born on a Wednesday, you should know that there is a useful version that swaps fates with Friday’s child. You can also, at will, exchange the Scot-sounding phrase of ‘bonny and blithe’ for ‘happy and wise.'”

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.

Word Root Exercise: Retro

Here is a worksheet on the Latin root retro. It means back, backward, and behind–but you probably already figured that out. You probably also already understand that this is a very productive root in English, giving us words like retroactive and retrofit.

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.

Term of Art: Authoritarian Personality

authoritarian personality: A term coined by Theodor Adorno and his associates through a book of the same name first published in 1950, to describe a personality type characterized by (among other things) extreme conformity, submissiveness to authority, rigidity, and arrogance toward those considered inferior.

Adorno was a member of the Frankfurt School who fled the Third Reich, first to Britain and then to the United States, where he conducted extensive empirical research on the anti-Semitic, ethnocentric, and fascist personalities. In attempting to explain why some people are more susceptible to fascism and authoritarian belief-systems than are others, Adorno devised several Likert attitude scales which revealed a clustering of traits which he termed authoritarianism. Several scales were constructed (ethnocentric, anti-Semitic, fascist) and part of the interest in the study came from examining these scales. During interviews with more than 2,000 respondents, a close association was found between such factors as ethnocentrism, rigid adherence to conventional values, a submissive attitude towards the moral authority of the in-group, a readiness to punish, opposition to the imaginative and tender-minded, belief in fatalistic theories, and an unwillingness to tolerate ambiguity. These authoritarian attitude clusters were subsequently linked, using Freudian theory, to family patterns. Intensive interviewing and the use of Thematic Apperception Tests identified the authoritarian personality with a family pattern of rigidity, discipline, external rules, and fearful subservience to the demands of parents.

The Authoritarian Personality is a classic study of prejudice, defense mechanisms, and scapegoating. The term itself has entered everyday language, even though the original research has attracted considerable criticism. Among other weaknesses, critics have suggested that the Adorno study measures only an authoritarianism of the right, and failed to consider the wider ‘closed mind’ of both left and right alike; that it tends, like all theories of scapegoating, to reduce complex historical processes to psychological needs; and is based on flawed scales and samples. For a detailed exposition and critique see John MadgeThe Origins of Scientific Sociology (1962). See also CRITICAL THEORY.

Excerpted from: Matthews, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.

Cultural Literacy: The Quality of Mercy

OK, here is a Cultural Literacy worksheet on Portia’s “Quality of Mercy” speech from The Merchant of Venice. I did find it interesting, when I went to check my recall of the character in the play who gave the speech (I’ve only seen the play once), and searched for “who gives the quality of mercy speech in the merchant of venice,” what I got as far as “who gives” and Google auto-filled with “a crap.”

Such cynical times we live in!

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.

Historical Term: Yippie

Yippie: Close contemporary of the hippy, but more actively involved in political action, particularly in protests against American involvement in Vietnam and the methods of US police. The term was coined by one of the movement’s leaders, Jerry Reuben [sic], and is derived from the initials of the Youth International Party and hippy. The Yippie movement faded in the early 1970s, possible because of the cessation of US involvement in Vietnam. ”

Excerpted from: Cook, Chris. Dictionary of Historical Terms. New York: Gramercy, 1998.

A Lesson Plan on Assessing Arguments

As I near the end of 2019, I’m developing new materials (e.g. look here, in 2020, for new social studies materials based in Judith C. Hochman and Natalie Wexler’s The Writing Revolution method of instructional design, as well as a new type of vocabulary-building worksheet derived from the Common Core Standard on resolving issues in English usage) while cleaning out some aging folders in my toolbox for this blog.

A couple of days ago I discovered this lesson plan on argumentation that I intended as an assessment of students’ ability to assess arguments and use that assessment either to strengthen the argument or to develop a counterargument. I intended to begin this lesson with this context clues worksheet on the noun treatise. Finally, here is the worksheet at the center of this unit.

If you have used other of the lessons on argumentation I’ve posted over time, then you have some prior knowledge of this unit. I wrote the unit, and I think this lesson has a curiously unfinished quality about it. At some point, I will have an opportunity to review and bring great cohesion to the unit as a whole and to this lesson in particular. So, this material may show up here again in a more-developed form.

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.