Category Archives: Reference

These are materials for teachers and parents, and you’ll find, in this category, teachers copies and answer keys for worksheets, quotes related to domain-specific knowledge in English Language Arts and social studies, and quotes on issues of professional concern. See the Taxonomies page for more about this category.

Term of Art: Tautology

“Tautology: The use of words to repeat (unnecessarily) the same statement or meaning. For example, the statement that ‘Britain is an island and surrounded by water’ is a tautology, since islands are by definition so described. Tautological explanations are similarly true by definition, or circular, and therefore unfalsifiable. Sociological explanations which located the origins of social institutions in their effects tend to take this form. Thus, for example, some early functionalist anthropologists (including Bronislaw Malinowski) were prone to argue that, because certain (exotic) social practices (such as witchcraft) existed, then they must have a social function—and one that could assume they had that function precisely because the practices themselves existed.”

Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.

Matsuo Basho II

“Refinement’s origin:

The remote north country’s

Rice-planting song.”

Matsuo Basho

Poem (translation by Bernard Lionel Einbond)

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

Holograph

“Holograph: A three-dimensional image created by a beam of laser light passing through a hologram wave interference photograph.”

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

Term of Art: Defective

“Defective: Indicating a lack of customary grammatical (or inflectional) form or forms, or used in only one form, e.g., ‘quoth,’ ‘wend,’ ‘behooves.’”

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

Ukiyo-e

“Ukiyo-e: (Jap., pictures of the floating world) Woodblock prints, both monochrome and colored, made as popular ephemera in Japan from the mid-17th century onward. The genres of subjects include theater stars, courtesans, caricatures, and eventually, Hokusai’s great Fuji landscape series (1823).”

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

Common Errors in English Usage: Islam and Muslim

Here is an English usage worksheet on differentiating the nouns Islam and Muslim. Don’t forget that May is Asian Pacific American Heritage Month 2020 (and that I began posting materials for it a month early because, like–increasingly–the days of the week, I lost track of the month).

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.

Rotten Reviews: Look Homeward, Angel by Thomas Wolfe

“It seems to be the great gift of Mr. Wolfe that everything is interesting, valuable, and significant to him. It must be confessed that he has just missed the greatest of gifts, that of being able to convey his interest to the ordinary reader.”

Basil Davenport, Saturday Review of Literature

Excerpted from: Barnard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998. 

Term of Art: Voluntarism

“Voluntarism: A term usually contrasted with determinism, voluntarism denotes the assumption that individuals are the agents of their actions, and have some control over what they do. Voluntarism’s alliance with action contrasts with the deterministic emphasis associated with structure. By accepting human unpredictability, voluntarism renders sociological analysis more difficult, though arguable more interesting. Voluntaristic theories place issues of decision, purpose, and choice at the forefront of sociological analysis. In The Structure of Social Action (1937), Talcott Parsons develops a voluntaristic theory of action, so called because it includes normative elements, subjective categories, choices about means and ends, and effort.

Voluntarism in social science raises the philosophical issue of free will: namely, the belief that choice means freedom, in the sense of individuals being free to will what they will. Most sociologists—even those of a voluntaristic persuasion—recognize that individuals can only do otherwise than they do within limits (perhaps of a cultural or psychological kind). That is, a residual determinism is implied, even though social action is typically not reduced to physical and biological variables.”

Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.

History Painting

“History Painting: Painting with themes from or allusions to important historical events, classical literature, and the Bible. From the Renaissance to the 19th century, it was regarded in academies as the highest, most worthwhile kind of painting. Only toward the end of the 18th century did themes from contemporary history become acceptable. Compare NARRATIVE ART.”

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

A Lesson Plan on Historical Disciplines and the Division of Labor within Them

Here is a lesson plan on the division of labor within academic historical disciplines. I start this lesson off with this context clues worksheet on the adjective scarce. If the lesson goes into a second day on account of classroom conditions, I keep this Cultural Literacy worksheet on the concept of class struggle nearby. As I think about it, I think I made a point of either teaching this with the lesson, or perhaps assigning it as independent practice (i.e. homework). This scaffolded worksheet is at the center of the unit; here is the teacher’s copy of it to get you through the lesson with something resembling ease.

Incidentally, I wrote this lesson because there were, for the several years I taught the subject in New York City, a couple of questions at the beginning of the New York State Global Studies and Geography Regents Examinations on who might perform a specific task in a historical inquiry. I took this a step further because I wanted to build a literacy lesson as well as give students a preview of potential college areas of study and majors.

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.