From the pages of The Order of Things, here is a lesson plan on climatic zones and they way they are organized, as well as the worksheet with list and comprehension questions that constitutes the 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.
“Happening: Happenings developed from a combination of assemblage and environment art as artists sought to free art further from the constraints of the wall and the frame. Resembling performance, these events often involved sculpture, sound, time, motion, and living persons. While participants began with a plan, there was no rehearsal and no repeat performance. Spontaneous audience participation was sometimes encouraged. Allen Kaprow is credited with inventing happenings, which took place in New York City in the 1960s.”
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
Tagged art/architecture/design, drama/theater, music, readings/research
“Determinative: Indicating the pointing forward to a subsequent phrase or clause that explains or completes, e.g., ‘such words as…,’ ‘the one that….’”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Here is a lesson plan on the Greek word roots homo, homoiao, and homeo. They mean same, similar, and equal. These are extremely productive roots in English; I assume science teachers will recognize the root of two important words in their domain, homeostasis and homeothermic.
I begin this lesson with this context clues worksheet on the adjective similar in order to provide students a hint of the meaning of these roots. Here, finally, is the worksheet 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.
“Society: Generally, a group of people who share a common culture, occupy a particular territorial area, and feel themselves to constitute a unified and distinct entity—but there are many different sociological conceptions (see D. Frisby and D. Sayer, Society, 1986).
In everyday life the term society is used as if it referred in an unproblematic way to something that exists ‘out there’ and beyond the individual subject: we speak of ‘French society,’ and ‘capitalist society,’ and of ‘society’ being responsible for some observed social phenomenon. On reflection, however, such a usage clearly has its problems: for example, is British society a clear unity, or can we talk also of Welsh, Scottish, and Northern Irish societies? And, even within England, are there not wide cultural differences between (say) north and south? Is there one capitalist society—or many? Nor is a society the same thing as a nation-state. The former Yugoslavia clearly contained several societies: Croat, Slovenian, Serbian, and so on.
While many sociologists use the term in a commonsense way others question this use. Some symbolic interactionists, for example, argue that there is no such thing as society: it is simply a useful covering term for things we don’t know about or understand properly (see P. Rock, The Making of Symbolic Interactionism, 1979). Others, such as Emile Durkheim, treat society as a reality in its own right (see The Rules of Sociological Method, 1895).”
Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.
Here is a context clues worksheet on the noun edict. If memory serves (and it generally does, happily), I wrote this for use in a freshman global studies class in New York City, where the word appeared repeatedly in lessons ranging from ancient Rome and Greece to the rise of the Catholic Church as a world power.
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.
Last but not least this morning, here is a Cultural Literacy worksheet on brainwashing. I imagine the importance of this speaks for itself.
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.
“Taxonomy: A taxonomy (or typology) is a classification. To classify social phenomena is not to explain them. For example, sociologists of religion commonly use a taxonomy of religious organizations which embraces the categories of church, denomination, sect, and cult. This classifies religious groupings according to their organizational structure (for example, bureaucratic or informal), adjustment to the prevailing order (world-rejecting, world accommodating, and so forth), and principal mode of recruitment (ascribed membership by birth or achieved membership by voluntary attachment). This particular classification does not explain why certain individuals practice religion, while others do not, nor does it offer a theory of how religious organizations arise or develop. In practice, however, many sociological taxonomies are implicitly etiological (causal). A well-known example is Durkheim’s classification of the types of suicide—egoistic, altruistic, anomic, and fatalistic—a taxonomy which also embodies a theory about why people kill themselves intentionally.”
Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.
While wandering around in the warehouse yesterday morning, I came across this reading on the influenza epidemic of 1918 and its accompanying vocabulary-building and comprehension worksheet. Given that this historical event has become something of a touchstone for understanding our current circumstances, i.e. the coronavirus pandemic, I can’t quite understand how I lost track of this material.
That is, until I read it. Over the years, I’ve developed a great deal of material based on the mostly excellent readings in the Intellectual Devotional series; I’ve also had a lot of success in using these materials. Students who would turn up their nose at a book, or a reading from a textbook (I especially understand the latter, as most corporate-published textbooks are lethal), will take on one of these–especially high-interest readings. This reading, however, is one of the weakest I’ve seen.
Which, however, provides some grist for the critical mill. Let’s start with the title of this reading. The influenza of 1918 was by any measure a pandemic–that’s why one of the John M. Barry’s book, The Great Influenza, one of the best on the subject, carries the subtitle “The Story of the Deadliest Pandemic in History.” So, the title for the reading in this post offers students an opportunity to differentiate, and understand the difference between, an epidemic and a pandemic. The influenza of 1918 was certainly a pandemic–remember that the Greek root pan means all. This reading, in short, presents an opportunity to teach students the importance of using language with precision.
In other words, the big question this reading raises is: Was the influenza outbreak of 1918 an epidemic or a pandemic?
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.
“Today as I look back on that opening game of my first world series, I must tell you that it was Mr. [Branch] Rickey’s drama and that I was only a principal actor. As I write this twenty years later, I cannot stand and sing the anthem. I cannot salute the flag; I know that I am a black man in a white world. In 1972, in 1947, at my birth in 1919, I know that I never had it made.”
I Never Had It Made introduction (1972)
Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.
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