I just whipped up this reading on Sesame Street and its accompanying vocabulary-building and comprehension worksheet if you can use them.
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.
“Cliometrics: A term formed by compounding the muse of history and the concept of measurement, devised by its practitioners to describe the ‘new quantitative economic history’ which developed in the United States during the late 1950s, and rapidly became controversial in the American and European historical community. Cliometricians applied sophisticated statistical techniques (such as regression analysis) to historical data, and (to cite the example of the most prominent studies) attempted to calculate the profitability of slavery in the period before the American Civil War, and to quantify the contribution of the American railroads to economic growth (see R.W. Fogel and S.L. Engerman, Time on the Cross, 1974, and Fogel’s Railroads and American Economic Growth, 1964).
Cliometric work was controversial, not only because of the usual distrust of the (usually reconstructed) numerical data and the (occasionally questionable) use of advanced statistical techniques, but also because the most prominent studies framed their hypotheses in the novel form of explicit counterfactuals. That is, for example, they asked the question ‘What would have happened if the railroads had not been built?’ Most also rested on what were deemed to be the rather narrow behaviorist assumptions of neo-classical economics.
With hindsight, it is easy to see that the new quantitative history was not in fact all that novel, since many of the leading economists and economic historians of the early twentieth century made liberal use of quantitative historical data and neo-classical theory respectively. The use of large-scale data-sets, further encouraged by developments in computer technology, is now established practice in modern history. In contemporary usage, the term cliometrics is still commonly applied to attempts to apply social science theory and statistical analyses to historical data, but it no longer describes a sharply defined school. Cliometric analyses are now found across a wide range of substantive historical subject areas.”
Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.
Posted in Essays/Readings, Quotes, Reference, Social Sciences
Tagged numeracy, professional development, readings/research, term of art
I’ve used this lesson plan on attention deficit disorder regularly over the years. While I cannot honestly tag it as high-interest material, I can say that it has helped kids gain some insight into why school seems so hard for them. Here are the short reading and vocabulary-building and comprehension worksheet that comprise the work for this lesson (and if you’d like slightly longer versions of these documents, you can click here).
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.
“North Atlantic * South Atlantic * Arctic * Antarctic * Indian Ocean * North Pacific * South Pacific
These vast oceans are the seven seas that we now list—however, the concept of the seven seas is ancient and also very variable. We know the Sumerians had a list (from a reference in the hymn of the Enheduanna) but not what was on it. By the time of the Phoenicians, there was a canonical list for the seven seas within the Mediterranean, upon which their black ships traded. Working west from their homeland, there was the Aegean, Ionian, and Adriatic, whilst west of Sicily stretched the Tyrrhenian, Ligurian, Balearic, and sea of Alboran (the straits of Gibraltar).
For a Muslim Arab trader the seven seas referred to that vital sinew of trade that took them east to the coast of China, beginning with the Persian Gulf, then the Gulf of Khambhat (Sind and Gujarat), Harkand (the Indian Ocean and the Bay of Bengal), Kalah (the Malacca straits), Salahit (the straits of Singapore), Kardani (the waters of Siam) and Sanji (the South China sea). Medieval Christian traders, such as the Venetians and Genoese, made lists of seven that included the Adriatic, Black Sea, Caspian Sea, Red Sea, Mediterranean, Arabian Gulf and Indian Ocean.”
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.
If you scroll down to the seventh post below this one, you will find a pair of context clues worksheets on the noun autobiography and the adjective autobiographical.
Perhaps this lesson plan on the Greek word root auto–it means self and same–might complement those worksheets, or vice versa. I probably don’t need to tell you how productive this root is in English; it is at the basis of huge number of words used across academic domains.
I open this lesson, hinting at the meaning of the root, with this context clues worksheet on the adjective identical. Finally, here is the word root worksheet that is the mainstay of this lesson.
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.
Can you use these five worksheets on the homophones soul (as a noun) and sole (as a noun and an adjective)? As I was pasting them together yesterday, I found myself wondering whether I should have named the species of fish as well in these worksheets.
As with virtually everything else at Mark’s Text Terminal, these are Microsoft Word documents, so it would be easy enough to add another word or two.
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 Oxford Comma is a fairly contentious issue among writers, and this squib doesn’t address that issue in punctuation usage. If you want this material in typescript form click on that hyperlink.]
In a series of three or more terms with a single conjunction, use a comma after each term except the last.
Thus write,
Red, white and blue
Gold, silver, of copper
He opened the letter, read it, and made a note of its contents.
This comma is often referred to as the “serial” comma.
In the names of business firms the last comma is usually omitted. Follow the usage of the individual firm.
Little, Brown and Company
Donaldson, Lufkin & Jenrette
Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.
If there was ever a time for kids to learn this German noun, one of those abstractions that the Germans are good at contriving in compounds, it is now. To that end, here is a Cultural Literacy worksheet on the word and concept zeitgeist.
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.
“Reciprocal Pronoun: A term sometimes used for the compound pronouns each other and one another, which express a two-way interaction: Romeo and Juliet love each other/one another )Romeo loved Juliet and Juliet loved Romeo). In meaning, reciprocal pronouns contrast with reflexive pronouns: The Montagues and the Capulets loved themselves (The Montagues loved the Montagues, and the Capulets loved the Capulets). Reciprocal pronouns are, however, like reflexives in not normally being used as subjects: not They wondered where each other/one another was.”
Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.
Here’s a lesson plan on anxiety with its work, to wit this short reading and vocabulary-building and comprehension worksheet. If you’d like slightly longer versions of these documents, they are available here.
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.
Posted in English Language Arts, Independent Practice, Lesson Plans, Social Sciences, Worksheets
Tagged building vocabulary/conceptual knowledge, cognition/learning/understanding, diction/grammar/style/usage, health, professional development, questioning/inquiry, readings/research, social-emotional learning
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