Here is a reading on Benito Mussolini with a comprehension worksheet to accompany it. This material strikes me (at least) as timely, to say the least.
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.
Here, on a beautiful Saturday morning, is a reading on J.R.R. Tolkien, the esteemed author of The Lord of the Rings Trilogy, along with a comprehension worksheet to accompany it.
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.
“The figurative or symbolic use of the name of one thing for that of another with which it is associated, or of an attribute for the whole, e.g., ‘brass’ for military officers. Adjective: metonymic, metonymical; adverb: metonymically; noun: metonym.
‘A full set would also have included the brazen Perelman pun (‘My choler wilted’ for ‘My anger subsided’)…the Perelman micro-metonymy (‘Hanna listened to the veins throbbing in my temple’ for ‘I was speechless with anger at Hanna’) and the Perelman extrapolation of cliché into metaphor (‘The whole aviary in my head burst into song’ for ‘I was bird-brained’).’” Tom Wolfe, The New York Times
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
“’The Four Hundred’ is the nickname for the social elite of New York, an alliance of old landed families, financial speculators, manufacturers and entrepreneurs who had assimilated European social manners and snobbery in the late nineteenth century. The overlooked the divisions of the Civil War, delighted in transatlantic marriages with the nobility of Europe, and guarded themselves from ‘new money’ coming in from the West, especially those who put too much crushed ice in their wine. The concept of the Four Hundred was popularized by Ward McAllister, the Beau Brummel of Manhattan, who coined the expression from the number who could be comfortably entertained, and felt at ease, in Mrs. Astor’s ballroom.”
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.
Posted in Essays/Readings, Quotes, Reference, Social Sciences
Tagged numeracy, united states history
Here is a reading on the birth and growth of the Internet with a comprehension worksheet to accompany it. For the right student, I suspect, this will be some relatively high interest material. In fact, it might work well with this material on the ARPAnet, which was the precursor to Internet we all use today.
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.
How was Cotton Mather related to Increase Mather? Increase (1639-1723) was the father of Cotton (1663-1728). Both were clergymen, theologians, and prolific writers in Puritan New England.
Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.
“One of four frescoes by Raphael (1483-1520) painted c. 1509 in the Stanza della Segnatura, a room in the papal apartments in the Vatican. The work was commissioned by Pope Julius II, who also commissioned Donato Bramante to design the new St. Peter’s and Michelangelo to design his tomb and (against his will) to paint the Sistine Chapel ceiling. The frescoes in the Stanza della Segnatura are intended to demonstrate how neoplatonist philosophy justifies the power of the Roman Catholic Church. The School of Athens depicts Plato and Aristotle and a host of other philosophers, both ancient and modern, in a calm and balanced composition. The classical architectural setting–reminiscent of the new St. Peter’s–was painted from designs by Bramante, who himself acted as the model for the mathematician Euclid in the painting. Raphael’s portrait of his patron, Pope Julius, is in the National Gallery, London.
‘It took a soul as beautiful as his, in a body as beautiful as his, to experience and rediscover the true character of ancients in modern times.'”
Johann J. Winckelmann: on Raphael, in Thoughts on the Imitiation of Greek Art in Painting and Sculpture (1755)
Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.
Here is a reading on Ibn Rushd, also known as Averroes: he was a Muslim philosopher who commented extensively on Aristotle. He is prominently featured in Raphael’s famous painting The School of Athens. This reading comprehension worksheet accompanies the reading.
See above for related materials.
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.
If you teach United States History, than you might find useful this reading on the beginnings of the Civil War as well as the reading comprehension worksheet that accompanies it. It serves any number of purposes which will be contingent, ideally, on the student to whom it is assigned.
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
“A traditional term for a VERBAL NOUN, in English a word ending in –ing: visiting in They appreciate my visiting their parents regularly. Like a noun, it can be introduced by the genitive my (compare I visit their parents). Some object to the non-genitive usage and avoid at least for names and pronouns, preferring They appreciate Bill’s visiting their parents to They appreciate Bill visiting their parents and They appreciate my visiting their parents to They appreciate me visiting their parents.”
Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.
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