Monthly Archives: August 2020

A Lesson Plan on the Roman Empire

This lesson plan on the Roman Empire, as above and below, is the fifth part of a ten-lesson unit on ancient Rome.

This context clues worksheet on the noun patriarch opens this lesson, and here is another on the adjective supreme for this lesson’s second day, should you choose to take it beyond one day of instruction, which I basically recommend. The primary work of this guided-reading lesson (as all ten of them are, incidentally) is this worksheet with its  reading and comprehension questions.

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.

Bertrand Russell on Religion

“One is often told that it is a very wrong thing to attack religion, because religion makes men virtuous. So I am told; I have not noticed it.”

Why I Am Not a Christian” (1927)

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

A Lesson Plan on Roman Religion

OK, let’s move along to this lesson plan on Roman religion, part four of a ten-lesson unit, as above and below, on ancient Rome and its role in shaping, and therefore shaping our understanding of, the world in which we live today.

This lesson opens with this context clues worksheet on the noun justice; here is another worksheet on the noun magistrate to complement the first, as the lesson continues into a second day. Finally, here is the worksheet with reading and comprehension questions that is at the center 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.

Book of Answers: Aristotle on Drama

“According to Aristotle, what elements are necessary to a play? There are six: plot, thought, character, diction, music, and spectacle.”

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

A Lesson Plan on the Roman Republic

Continuing with the current set of posts, here is a lesson plan on the Roman Republic. As above and below, this is the third lesson of ten in a unit on Rome.

This lesson opens with this context clues worksheet on patrician as a noun and an adjective; in the event the lesson goes into a second day (I think, again as above and below, I designed all these lessons to last across two days so that I could use the time to assess students’ working and long-term memory), here’s another on the adjective plebeian. Both of these worksheets, needless to say, introduce students to a couple of words that are both germane to the study of ancient Rome, as well remaining in general usage in educated discourses.

And here is the worksheet with its readings and comprehension questions that is the primary work 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.

Historical Term: Balkanization

“Balkanization Fragmentation of a geopolitical region into a patchwork of antagonistic states, often the clients of outside powers as in the pre-World War I Balkans, where two successive wars in 1912 and 1913 involved shifting alliances and mutual suspicion.”

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

A Lesson Plan on Rome in History and Geography

Here is the second lesson plan on Rome in history and geography, as above and below, of a ten-lesson unit on Rome. I opened this lesson with this context clues worksheet on the adjective byzantine, with a small b, which means, “of, relating to, or characterized by a devious and usually surreptitious manner of operation” and “intricately involved.” Should the lesson continue over two days (if I remember correctly, and I’m fairly certain I do, I intended this lesson to take two days to complete), then here is a Cultural Literacy worksheet on the proverb (which comes to us, apparently, from Saint Augustine), “When in Rome, Do as the Romans Do.”

And here is the reading with comprehension questions that is the primary work 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.