Monthly Archives: March 2020

Term of Art: White-Collar Crime

“White-Collar Crime: A term introduced by Edwin Sutherland in the 1940s in order to draw attention to the illegalities and misdeeds of ‘captains of industry’ and other middle-class members of the business world (see his ‘White-Collar Criminality,’ American Sociological Review, 1940, or White-Collar Crime, 1949). The great value of the idea was to redress the imbalance in criminology’s obsession with crimes of the working class. The concept tends to be used very broadly, to include both activities carried out by employees against their employer (embezzlement, pilfering), and activities undertaken by corporate executives on behalf of the corporation itself (such as violation of anti-trust regulations or stock-market rules). Strictly speaking the latter should more accurately be designated corporate crime.”

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

Corporation (n)

Here is a context clues worksheet on the noun corporation. It is more important than ever that students understand this word and the deep concepts it represents, particularly in business. The essential question about this word is simple: are corporations people? The historical background of that question, I would argue, could drive a semester’s worth of deep conceptual social studies work.

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 Devil’s Dictionary: Evangelist

“Evangelist, n. A bearer of good tidings, particularly (in a religious sense) such as assure us of our own salvation and the damnation of our neighbors.”

Excerpted from: Bierce, Ambrose. David E. Schultz and S.J. Joshi, eds. The Unabridged Devil’s Dictionary. Athens: The University of Georgia Press, 2000. 

Lesbianism

Here is a reading on lesbianism and its accompanying vocabulary-building and comprehension worksheet. This has tended to be a high-interest item in my classroom, so I’ve tagged it as such; it is also material written to address personal identity, so I’ve tagged it as social-emotional learning as well.

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: Dorothy Parker, Famously, on Claire Boothe Luce

Mrs. Parker once collided with Clare Boothe Luce in a doorway. ‘Age before beauty,’ cracked Mrs. Luce. ‘Pearls before swine,’ said Mrs. Parker, gliding through the door.”

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

A Lesson Plan on Admission of States to the Union from The Order of Things

OK, before I return to a really trashy thriller I have the bad judgement to read, here is a lesson plan on the admission on the admission–or readmission after the Civil War–of states to the United States. Here also is the worksheet at the center of this lesson.

The material I have adapted from Barbara Ann Kipfer’s The World of Order and Organization; How Things Are Arranged into Hierarchies, Structures, and Pecking Orders (New York: Random House, 1997)–the original copy I possessed of the book not long after it was published was called simply The Order of Things, hence the title of the unit–and written into lessons and worksheets is something brand new at Mark’s Text Terminal. I used only a few of them in the classroom. Since it is unlikely that I will teach at the secondary level in public schools again, these are untested. I’ll post them anyway; a rationale, and my thinking toward that rationale, for their use can be found on the “About Posts & Texts” page, linked to just above the banner photograph but below the banner itself.

Please allow me to dilate on the statement below: like just about everything on Mark’s Text Terminal, these are Microsoft Word documents. That means you can alter and adapt them to your needs. If you use these materials and find them effective, I would be much obliged for your comments. And please keep in mind that if these are useful educational instruments, I will be much more likely to produce more of them–and post them 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.

Folk Art

“Folk Art: The arts of peasant societies, both past and present. Characterized by naïve subject matter and a vivacious style, folk art both perpetuates very ancient decorative traditions and draws selectively from art forms of sophisticated cultural traditions, e.g. the adaptation of 18th-century Rococo motifs in European folk art. Paintings, sculpture, ceramics, metalwork, costume, needlework, implements and tools all may be folk art. See NAÏVE and OUTSIDER ART.”

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

A Lesson Plan on Using the Predicate Adjective

Here is a lesson plan on using the predicate adjective in short, declarative sentences. The syntax of these kinds of short sentences, which is subject-linking verb-adjective, is one of the most common constructions in English speech and prose. For that reason, I have included a lesson on the predicate adjective on each of the first three units on parts of speech, to wit nouns, verbs, and adjectives, that I wrote about ten years ago and have revised ever since.

That’s a long way around explaining that you will see lessons on using the predicate adjective in grammatically complete declarative sentences at least a couple of more times.

In any case, I open this lesson with this worksheet on the homophones compliment and complement. Because the noun complement is often used as a synonym for predicate in grammar manuals, and I think it’s important that students know how to use grammar manuals, I want them to know this word. This scaffolded worksheet is the mainstay of this lesson; here is the teachers’ copy of it. Finally, here is an adjectives word bank. Please notice  that this document has four copies of the same word list–it’s meant to be cut in four pieces in a paper-saving measure.

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.

Term of Art: Atypical Learner

“atypical learner: A general term for a child who is different from the typical student in physical, intellectual, social, or emotional development, and who differs in mental characteristics, sensory abilities, communication abilities, or social behavior to the extent that special education services are required for that child to develop.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

Cultural Literacy: Dyslexia

Here is a Cultural Literacy worksheet on dyslexia. I can think of several uses for this, including basic instruction in literacy. Your call.

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.