Monthly Archives: May 2020

Term of Art: Teleology

“Teleology: A teleological explanation either explains a process by the end-state towards which it is directed; or explains the existence of something by the function it fulfills. In sociology, the former tends to be confined to theories of purposive human action, whereas the latter is a feature of functionalism. It is widely argued that teleological explanations are admissible only with reference to individuals and groups since they alone have explicitly formulated purposes or goals. Societies, by contrast, set themselves no such objectives. Evolutionary and systems theories, as well as theories which imply a historical logic or inevitability (such as historical materialism), are often criticized as being unacceptably teleological—although there have been controversial attempts to argue that even these explanations can be translated into conventional causal accounts.”

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

A Lesson Plan on Civilizations and Their Characteristics

Here is a lesson plan on civilizations and their characteristics.

I open this lesson with this context clues worksheet on the compound noun city-state; in the event this lesson enters a second day, here is a second context clues worksheet on the noun industry–a characteristic of civilizations, even if such industries (e.g. metalworking) were small in scale and primitive in technological accomplishment. This reading and comprehension worksheet is at the center of the unit. I write the reading passage myself, synthesizing a variety of readings from encyclopedias, because I wanted to make sure that I touched all the conceptual bases of civilizations as they appear (or, at this point, perhaps, appeared) on the New York State Regents Examination for Global Studies. Finally, even though I never annotated it (feel free!), here is the teacher’s copy of the 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.

Term of Art: Distributive

“Distributive: Indicating reference to a particular thing of to every member of a group, e.g., the pronouns ‘each’ and ‘none.’”

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

Word Root Exercise: Rub

Here is a worksheet on the Latin word rub. It means red, as you will quickly infer from its basis in the English word ruby. It also shows up in the noun rubella, a form of measles. Care to guess what color they are?

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.

Herm

“Herm: Pillar-form sculpture of classical antiquity, typically with a bearded face, armless torso, and prominent phallus. Originally, it probably represented the god Hermes. In European iconography it is symbolic of revelry and abandonment.”

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

The Algonquin Wits: George S. Kaufman to Adolph Zukor

“Hollywood’s Adolph Zukor was said to have offered a trifling $30,000 for movie rights to a Kaufman play. The playwright sent back a telegram offering Zukor $40,000 for Paramount.”

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

Bono

To finish up this morning, here is a reading on Bono, the lead singer of the rock group U2, along with its vocabulary-building and comprehension worksheet. This work raises some interesting questions about the privileges and responsibilities of fame. I’ve never been a big fan of U2, and Bono has been a bit too messianic for my tastes. In any case, I assume that this is high-interest material, so I have tagged it as such.

It’s hard to argue, however, with the way he has accepted social responsibility for his fame and used it for good works.

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: Ailing Giants

“ailing giants Declining industries in the 1920s and 30s—coal, textiles, shipbuilding, iron and steel—which had formed the basis of Britain’s 19-century supremacy. Weakened by outdated techniques and management, falling demand and foreign competition, they accounted for the bulk of long-term unemployment.”

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

Cultural Literacy: British Empire

This Cultural Literacy worksheet on the British Empire probably has a number of uses in a social studies classroom, including as an independent practice (i.e. homework) exercise.

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.

 Renaissance Art

Renaissance Art: Strictly, art of the period from ca. 1400 to ca. 1520, but sometimes traced back to the time of Giotto, ca. 1300. During the 14th century, Italian art, especially painting, increasingly took account of scientific perspective and moved toward realism. During the 15th century, early Renaissance development was spurred by the rediscovery of ancient classical art. Reached its climax in the first decades of the 16th century with High Renaissance Art.”

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