Monthly Archives: May 2020

Kubla Khan

“”Kubla Khan: A famously unfinished, opium-induced poem by Samuel Taylor Coleridge (1772-1834), who had claimed to have written down as much as he could of what he had just been dreaming before being interrupted by the arrival of ‘a person on business from Porlock.’ Composed while Coleridge was living in Somerset in 1797-8, the poem was first published in Christabel and Other Poems (1816). It bears little relation to the historical Kublai Khan (1215-94), the grandson of Genghis Khan. Kublai led the Mongol conquest of China and made himself the first emperor of the Yuan dynasty in 1279. He was made famous in Europe by Marco Polo, who spent 20 years at Kublai’s court.”

Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.

A Sample Outline and Structured Outlining Blanks

For ten years, I worked in a school in Lower Manhattan that assigned synthetic research papers to students who lacked basic writing skills. And that issue was one of many at that school where writing assignments were concerned. Over the years, I fabricated a lot of learning supports on the fly, including this sample outline and these structured outlining blanks.

At one point, in the social studies classes I co-taught, students were required to submit outlines in the run-up to writing their actual paper. I suspect I prepared the documents in this post to support students in drafting their outlines. At least that’s what these supports look like to me. Of course, you can use them however you see fit. As always, these documents are in Microsoft Word, so they can be manipulated for your students and circumstances.

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: Imperative

“Imperative: Indicating explicit request, supplication, prohibition, warning, command, etc., e.g., ‘Stop!’ ‘Do let’s be serious.’”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Enlighten (vt), Enlightenment (n)

When I co-taught global studies classes in New York City, the fact that the deeper conceptual processes of history were ignored in favor of a pedagogy of discrete, decontextualized facts greatly troubled me. This was a particular problem–and I am confident it remains so, particularly in the classroom in which I served during the final two years of my tenure in New York–in teaching the French Revolution and its animating intellectual ideology, the Enlightenment. Students in the classroom I shared could walk away from the unit on this period with absolutely no sense of the enormity of its epochal influence. Therefore, they could not understand that in many respects, the world, especially the Western world, continues to argue over and contest the legacy of the Enlightenment.

In an attempt to convey the significance of the Enlightenment in my own classroom, I started with these two context clues worksheets on the verb enlighten and the noun enlightenment. The verb, incidentally, is only used transitively.

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.

Book of Answers: Dylan Thomas

“How did poet Dylan Thomas die? He died at age thirty-nine in New York City after drinking eighteen straight whiskeys in a bar and lapsing into a coma.”

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

Morphine

When I left Vermont in August of 1996 to seek my fortune as a doctoral candidate in history, I intended to return posthaste–if not to Vermont, than as near to the state as possible. Last August (of 2019) I finally made it back here to work in a public school system. I’d visited every summer for many years, but as I learned slowly and the hard way (like the way I learn everything in my life, alas), living in a place is quite a bit different than visiting it.

Of course I was aware of the opioid crisis in the state–it has been national news–and a national problem, after all–but I hadn’t had a chance to see it up close.

Now I have, and I can tell you that in the 23 years I was away, opioids cut a wide swath through the social and economic fabric of this fine state. So, for any young person who thinks that trying opioids won’t necessarily lead to personal disaster, here is a reading on morphine along with its accompanying vocabulary-building and comprehension worksheet.

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.

Historical Term: Anarchism

“Anarchism (deriv. Gk. anarchia, non-rule) Doctrine advocating the abolition of all organized authority, since, in the words of Josiah Warren, ‘every man should be his own government, his own law, his own church.’ The first systematic exposition of anarchy was William Godwin’s Enquiry Concerning Political Justice (1793–which claimed that since men, when given free choice, are rational, sociable, and cooperative, they will form voluntary groups and live in social harmony without state control of the institution of property). Such a situation would be achieved not by revolution but by rational discussion, Pierre Joseph Proudhon (1809-65),  a French economist, elevated anarchism to the status of a mass movement in Qu’est-ce la propriete? (What Is Property?), published in 1840. In it he concluded that property is theft and that ‘governments are the scourge of God.’ He urged the establishment of non-profit making cooperative credit banks to provide interest-free capital. He disapproved of violence and of organized groups, including trade unions. These ideas were combined with a revolutionary philosophy by communistic anarchists, including the Russians Michael Bakunin (1814-76) and Peter Kropotkin (1842-1921), who favored ‘direct action’ by the workers to topple the state by all possible means, including assassination. In 1868 anarchists joined the First International, which was later split following conflicts between Marxists and the followers of Bakunin. Anarchists were later responsible for the assassination of Tsar Alexander II, King Humbert of Italy, Empress Elisabeth of Austria, President McKinley of America and President Carnot of France.

Anarchism differs from communism in its opposition to the state and its refusal to form political parties. Not all anarchists advocated violence. Philosophical anarchists such as the American Henry Thoreau (1817-62) were primarily individualists believing in a return to nature, nonpayment of taxes and passive resistance to state control. Leo Tolstoy (1828-1916) professed a Christian anarchism, believing the state to be inconsistent with Christianity and holding that refusal to pay taxes, render military service or recognize the courts would topple the established order. Such ideas influence Gandhi. In Spain the anarchists actually participated in government (1936-7) but the conflict between anarchists and communists within the Spanish Republican ranks during the Civil War, together with the mounting prestige of Soviet Communism between 1941 and 1948 led to a decline in the international influence of anarchism. But in the 1960s anarchist sentiment revived in the student movement’s revulsion at capitalism, coinciding with disillusionment at Soviet foreign policy. In recent anarchist movements such as the Baader-Meinhof group and Italian Red Brigades, terrorism is prevalent.”

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

Cultural Literacy: Congress of Vienna

Here is a Cultural Literacy worksheet on the Congress of Vienna for you social studies teachers. This is one of those key events in global history that I imagine every history teacher must deal with at some point in the curriculum.

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: Illusion

“Illusion: The semblance of reality and verisimilitude (q.v.) in art which most writers seek to create in order to enable the reader to think that he is seeing, feeling, hearing, tasting and smelling, or, conceivable, having some extra-sensory or kinesthetic experience. The creation of illusion is a cooperative act between writer and reader. It brings about in the reader what Coleridge called “the willing suspension of disbelief” (q.v.). However, the writer also destroys illusion, sometimes for a specific purpose: for example, to address the reader directly—a not uncommon practice among 18th and 19th century novelists. The contrast helps the illusion and at the same time sharpens and clarifies the impression of things happening at a distance. Illusion should be distinguished from delusion and hallucination.”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

Aesop’s Fables: “The Boasting Traveler”

Moving right along on this sunny spring morning, here is a lesson plan on Aesop’s fable “The Boasting Traveler” and its reading and comprehension questions worksheet. There’s not much to say about this or any of the other short lessons on this blog based on Aesop’s Fables other than I wrote them for a younger group of students than I have generally taught over the course of my career as a public school teacher.

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.