Monthly Archives: August 2021

Term of Art: Relevant

“relevant: An adjective usually attached to an activity or reading assignment to show that it has some relationship to students own lives. Relevance has become very important in modern education, on the assumption that students want to learn mostly about ideas, events, and processes that they can connect to their personal experiences. The belief that whatever is studied must relate directly to students’ own lives ignores the fact that students need extensive background knowledge on which to build new understandings. If students learn only what is directly connected to their own lives, their universe of learning will be severely limited and dependent on their family and community resources.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Common Errors in English Usage: Genius (n), Brilliant (adj)

Here is a worksheet on differentiating the use of genius and brilliant. This document, like all documents under the title above, are informed by Paul Brian’s book Common Errors in English Usage, to which he allows full access at no charge at the Washington State University website.

The simple usage point of this worksheet consists in this: genius is a noun, and brilliant is an adjective. In other words, you can say “He is a genius” (using genius as a predicate noun), but you cannot say “He does genius work,” because genius is not an adjective and cannot modify the noun work. You can also say something like “I think Sergei Eisenstein’s Battleship Potemkin is a work of genius.”

You can, however, say both “He is brilliant” (using brilliant as a predicate adjective), and you can say “He does brilliant work,” (using brilliant as an attributive adjective). You cannot say “He is a brilliant.” It doesn’t sound right in any case, though, does it? Brilliant, as above, is an adjective and should be used as one.

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.

Latin Cross

“Latin Cross: Cross with transverse arms and upper shaft of equal length, and shorter than the lower shaft. Used as the basis for Western European church plans.”

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

Cultural Literacy: The Grapes of Wrath

Here is a Cultural Literacy worksheet on The Grapes of Wrath. This is a half-page worksheet with a three-sentence reading and three comprehension questions. In other words, a concise introduction to the novel’s basic plot, with an excursus on the origins of its title.

If you’re looking for something longer on this book, you’ll find it here. If you want something on John Steinbeck himself, here that is as well.

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.

15 Ranks of the Knights Templar

 “Grand Master * Seneschal * Commander of the Kingdom of Jerusalem * Commander of the City of Jerusalem * Commander of Tripoli and Antioch * Drapier * Commander of Houses * Commander of Knights * Knight Brothers * Turcopolier * Under Marshal * Standard Bearer * Sergeant Brothers * Turcopoles * Elderly Brothers

The Knights Templar were a crack force of armed monks, established in 1129 to protect pilgrims journeying to Jerusalem, and then employed to defend the Crusader kingdoms of Outremer. After the fall of Outremer to Turkic and Egyptian forces, the Templars no longer had a function for a medieval Europe without any appetite for crusading, and in 1312 they were suppressed by the Pope, under pressure from the French King Philip IV. His reason was straightforward: the throne was bankrupt and he wanted the Order’s considerable wealth—lands bequeathed to them, priories in all the nations of Christendom and a banking business. Because of the violence and suddenness of their suppression (and the accusations of heresy levied against them) a conspiratorial glamor continued to attach to the name of the Order, in contrast to its rival Hospitaller Knights of Saint John (who had the good sense to take over the island bases of Malta and Rhodes and still to an extent survive as a charitable institution). Indeed, the traditions of the Templars—or, to give them their full name, ‘The Poor Fellow-Soldiers of Christ and the Temple of Solomon’—would be enthusiastically mined some 400 years later by the quasi-Templar Freemasonry Lodges established in Europe and North America.

During their heyday, the Templars Grand Master was the absolute ruler over the Order and answered only to the Papacy. The Seneschal acted as both deputy and advisor to the Grand Master. The Commander of the Kingdom of Jerusalem, the Commander of the City of Jerusalem, and the Commander of Tripoli and Antioch had the same powers as Grand Master within their own jurisdictions. The Drapier was in charge of the Templar garments. The Commander of Houses and the Commander of Knights acted as lieutenants to higher authorities within the Order. The Knight Brothers were the warrior-monks who wore the white tunic and red cross. Each was equipped with three horses and apprentice-like squires. The Turcopolier commanded the brother sergeants in battle. The Under Marshal was in charge of the footmen and the equipment. The Standard Bearer was one of the sergeants and charged with carrying the order’s banner. The Sergeant Brothers were warriors who did not have proof of eight quarterlings of noble blood and thus had but one horse and no squires to assist them. The Turcopoles were local troops who would fight alongside the Templars. Sick and Elderly Brothers were no longer fit for active service but still members of the order.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Word Root Exercise: Arch, Archi, Arche/o, and Archae/o

Here is a worksheet on the Greek roots arc , archi, archeo, and archae/o. They mean rule, chief, first, and ancient. You can probably see archaeology (i.e. the study of ancient things) growing from the final of the four, but the others are a bit more obscure. There is an element of polysemy in these roots, which may make this worksheet, or at least finding the pattern of meaning in the words on it, a bit more difficult for students.

Still, when you think of words like archenemy, included in this document, archbishop, or archdiocese, suddenly chief and first come into sharper focus. Likewise monarch, archetype and hierarchy, also both present in this worksheet, reinforce those meanings. As far as rule is concerned, many of the political and social positions described by words growing from this root do indeed rule, as well as promulgate rules.

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.

Write It Right: Citizen for Civilian

“Citizen for Civilian. A soldier may be a citizen, but is not a civilian.”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.

Stentorian (adj)

Though it’s usefulness in the high school classroom may be dubious, here, nonetheless, is a context clues worksheet on the adjective stentorian. It means, simply, “extremely loud.” Unless this word is useful in, say, a forensics team lesson or anything else related to formal debate, I don’t know where or why to teach it. It’s not exactly a high-frequency word in English. I assume I wrote this because at some point it was the Word of the Day at Merriam-Webster.

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.

Lingua Franca

“Lingua Franca: Frankish language: a hybrid language that serves as a common mode of discourse between groups or peoples speaking different languages, especially as a commercial or trade jargon; a useful makeshift lingo (formerly a language used in Mediterranean commerce).

‘The thought came to Holliwell that he had spent much of his life depending on a few local people, speaking some lingua franca, hovering insect-like about the edge of some complex ancient society which he could never hope to really penetrate.’ Robert Stone, A Flag for Sunrise.”

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

Cicero

Last but not least on this cool Sunday morning in southwestern Vermont, here is a reading on Cicero along with its accompanying vocabulary-building and comprehension worksheet.

This is a good general introduction to the great Roman orator. I assembled this material with a variety of uses in mind, including a biographical research paper the freshman global studies curriculum in my New York City high school assigned. But Marcus Tullus Cicero is a key figure in world history, so I can think of a lot of uses for this material. For example, this summer I had the good fortune to become involved with professional development in Debate-Centered Instruction; I might open a unit on debate and rhetoric with these documents.

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.