Monthly Archives: September 2020

Term of Art: Antonomasia

“Antonomasia: [Stress: ‘an-to-no-May-zy-a’]. 1. In rhetoric, the use of an epithet to acknowledge a quality in one person or place by using the name of another person or place already known for that quality: Henry is the local Casanova; Cambridge is England’s Silicon Valley. 2. The use of an epithet instead of the name of a person or thing: the Swan of Avon William Shakespeare.”

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.

Rambunctious (adj)

It was Merriam-Webster’s Word of the Day yesterday; I found to my surprise that I don’t already have a context clues worksheet on the adjective rambunctious. I don’t think I need to defend this as a word kids ought to know over time. Whether or not it requires a context clues worksheet–this seems like a word that the circumstances of most schools and classrooms offer many opportunities to drop into that most natural of contexts, casual conversation. A teacher could mention, simply in passing, that students’ exuberant behavior is rambunctious. That’s enough with this word, I would think.

All of that said, it might be worth noting, either in passing or to your students, the onomatopoeic quality of this adjective.

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.

Historical Term: Billeting

[Given the post immediately below this on, it’s worth mentioning that the Third Amendment to the United States Constitution–i.e. the third of the first ten amendments to the Constitution, known as the Bill of Rights, guaranteed this freedom: “No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law.”]

“Billeting The custom of requiring householders to provide accommodation for members of the armed forces. The system was widely abused in the 17th century under Charles I and protests against it were included in the Petition of Right (1628). Despite the forbidding of forced billeting in 1679, it continued under Charles II and James II, ending only when parliament agreed to the building of permanent barracks in 1792.”

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

James Madison

A few years back, I read several news accounts like this one from CNN that indicated that Americans, particularly those who fancy themselves experts on the subject, know vanishingly little about the United States Constitution

This reading on James Madison and its accompanying vocabulary-building and comprehension worksheet will go only a short distance to ameliorate ignorance of the U.S. Constitution, but it will serve as a reasonable introduction to deeper inquiry into this quintessential document from the American Enlightenment

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: Emile Zola and the Dreyfus Affair

“Of what crime was Emile Zola convicted? In 1898-99, he was convicted of libel in France for his letter “J’Accuse.” The open letter to the French president defended Captain Alfred Dreyfus, a Jewish officer accused of treason. After the conviction, Zola fled to exile in England for a year, before returning to France as a hero.”

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

Cultural Literacy: Habeas Corpus

As I worked on revising a number of blog posts this morning, I listened to news coverage of the death of Ruth Bader Ginsburg and the indecent haste with which our legislative branch moves to replace her.

Now, I think, would be a good time to post this Cultural Literacy worksheet on the legal concept of habeas corpus–an important element of any civil society.

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: Possessive

“Possessive: The case of nouns and pronouns that indicates ownership or possession (Harold’s, ours, mine).”

Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.

Menagerie (n)

Here is a context clues worksheet on the noun menagerie. If you’re planning a trip to the zoo, that would be a good time to teach students this nice solid noun. In any case, it is a word students ought to know by the time they walk the boards at their graduation ceremony.

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.

Zapotec

“Zapotec: The main territory of the Zapotecs was the valley of Oaxaca (Mexico) with its great center at Monte Alban. It is still uncertain when these people first came to Oaxaca, but by c. AD 300 a distinctively Zapotec culture can be recognized. In c. 1400 the area was infiltrated by Mixtecs who came from the mountains from the north and west and occupied most of the Zapotec sites. Part of the region was never conquered by the Aztecs, and the Zapotecan language has persisted to the present day.”

Excerpted from: Bray, Warwick, and David Trump. The Penguin Dictionary of Archaeology. New York: Penguin, 1984.

The Weekly Text, September 25, 2020, Hispanic Heritage Month 2020 Week II: A Reading and Comprehension Worksheet on American Imperialism

This week’s Text–and it may seem odd as an offering for National Hispanic Heritage Month–is this reading on American Imperialism and its accompanying vocabulary-building and comprehension worksheet. The United States has violated the sovereignty of Latin American nations repeatedly since the early-nineteenth century. This meddling in the affairs of Latin America arguably began with the theology of Manifest Destiny and the foreign policy of the Monroe Doctrine.

Even the easygoing researcher will locate dozens of examples of United States involvement in Latin America. Three are most salient for the purposes of this blog post, mostly for their egregiousness: the 1954 coup in Guatemala that overthrew the democratically elected Jacobo Arbenz; ten years later, the 1964 Brazilian coup that toppled the leftist government of Joao Goulart; and, in my own historical memory, the 1973 coup against the democratically elected President of Chile, Salvador Allende. The latter, incidentally, has been extensively documented, with then Secretary of State Henry Kissinger’s role in the Chilean coup examined by, among others, the late Christopher Hitchens and, most comprehensively, by the National Security Archive.

Incidentally, Henry Kissinger is regarded around the world as a war criminal–as this withering editorial from 2017 in The Harvard Crimson emphasizes.

Finally, I’ve always found it useful to turn to one of American history’s most famous quotes, from General Smedley D. Butler, on American imperialism:

“I spent 33 years and four months in active military service and during that period I spent most of my time as a high class muscle man for Big Business, for Wall Street and the bankers. In short, I was a racketeer, a gangster for capitalism. I helped make Mexico and especially Tampico safe for American oil interests in 1914. I helped make Haiti and Cuba a decent place for the National City Bank boys to collect revenues in. I helped in the raping of half a dozen Central American republics for the benefit of Wall Street. I helped purify Nicaragua for the International Banking House of Brown Brothers in 1902-1912. I brought light to the Dominican Republic for the American sugar interests in 1916. I helped make Honduras right for the American fruit companies in 1903. In China in 1927 I helped see to it that Standard Oil went on its way unmolested. Looking back on it, I might have given Al Capone a few hints. The best he could do was to operate his racket in three districts. I operated on three continents.”

(Smedley D. Butler, War is a Racket: The Antiwar Classic by America’s Most Decorated Soldier (Port Townshend, Washington: Feral House, 2003.)

Enough said.

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.