“Lares: Household gods of the ancient Romans, usually referred to in the singular (lar), there being one lar to a household. The lares were protective, and were usually deified ancestors or heroes. The lars familiaris was the spirit of the founder of the house who, never leaving, accompanied his descendants in all their changes. See PENATES.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged philosophy/religion
As above and below, this lesson plan on Rome and Christianity is number eight of a ten-lesson global studies unit on ancient Rome.
This lesson opens with this context clues worksheet on the noun treaty as well as a on the verb unite (it’s used both intransitively and transitively) if the lesson, as I intended for my own use, continues into a second day. And here is the reading and comprehension questions that are 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.
“Academy: Originally, the garden near Athens where Plato taught. Art academies developed in reaction to medieval guilds and became schools for the practical and theoretical training of artists, elevating their status in society. In baroque times they were universities of art, and they continued as powerful arbiters of taste until the end of the 19th century. Rigorous study of the human form and highly structured teaching based on classical standards characterized most academy instruction.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
Posted in English Language Arts, Quotes, Reference, Social Sciences
This lesson plan on the Pax Romana is the seventh of a ten-lesson global studies unit on ancient Rome (as above and below–a run, all told, of twenty posts, ten of them documents posts).
Here’s a context clues worksheet on the noun orator and a second on the noun truce for opening this lesson. And here is the short 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.
“canonical: Characteristic or most frequent, either in a particular language of across languages in general. Thus a canonical form of words or syllables is a phonological pattern to which they typically conform; a canonical clause, as defined e.g. by Huddleston and Pullum CGEL, is declarative and active, as opposed to a ‘non-canonical’ interrogative or passive.
Also in the sense of ‘simplest’ or ‘most straightforward.’ Thus a pattern e.g. of ‘one form one meaning’ might be called ‘canonical’ in that the description of other patterns is more complex.”
Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged professional development, term of art
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.
“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.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged literary oddities, philosophy/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.
“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.
Posted in English Language Arts, Quotes, Reference, Social Sciences
“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.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged term of art
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