Unless I miss my guess, this reading on trepanation, the practice of brain surgery in the Incan Empire, ought to be of high interest to a fairly wide band of students. Here is the vocabulary-building and comprehension worksheet that accompanies 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.
Here is a worksheet on the Latin roots mal and male. They mean, as any Spanish speaker can tell you, bad, evil, ill, and wrong. These are very productive roots in English, yielding, among many, others, malevolent and malpractice.
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.
“Whereas short-answer tests and oral responses in classes can provide clues to student understanding, it is generally necessary to look more deeply…. For these purposes, new and unfamiliar problems, followed by open-ended clinical interviews or careful observations, provide the best way of establishing the degree of understanding obtained.”
The Unschooled Mind: How Children Think and How Schools Should Teach
Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.
Earlier in the week, I had begun work on this Text with the idea of posting a complete lesson plan of some kind. However, as the news of a national measles outbreak in the United States, I changed my mind.
Because I can think of no better time than now to post this reading on vaccines and its attendant vocabulary-building and comprehension worksheet.
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 did you spend your time on earth? * How did you earn your living? * How did you spend your youth? * What did you do with the knowledge I gave you?
This is a traditional Sufi teaching about the passage of the soul after death, which is ushered before the throne of God and asked just these four questions. I first saw it on a poster in the office of Moroccan travel agent in Tangiers, but having failed to remember it properly was delighted to stumble across it thirty years later in Elif Shafak’s novel Honour.
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 English Language Arts, Quotes, Reference, Social Sciences
“It is the duty of human understanding to understand that there are things which it cannot understand, and what those things are.”
Journals
Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.
Finally, on this cool but rosy Thursday morning, here is a Culture Literacy worksheet on the idiom “curiosity killed the cat.” The expression remains current in American English and therefore its discourse, and is probably something students ought to know.
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.
“As every historian of science in the last hundred years has pointed out, scientists use all sorts of aids and intuitions and stories and metaphors to help them in their quest of getting their speculative model to fit ‘nature’…. My physicist friends are fond of the remark that physics is 95 percent speculation and 5 percent observation. And they are very attached to the expression ‘physical intuition’ as something that ‘real’ physicists have: They are not just tied to observation and measurement but how to get around in the theory even without them.”
Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.
At one point, Clovis had a role to play in the freshman global studies courses I co-taught in New York City; then he disappeared. He represents a number of key elements of early European history, not the least of which is the spread of Christianity into “barbarian” kingdoms.
In any case, I doubt this independent practice worksheet on Clovis has great utility in New York any longer. But perhaps someone, somewhere, might have a student keen to know more about this transitional figure. I’ve had more surprising and unusual requests for reading material than this.
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.
“All understanding is ultimately self-understanding…. A person who understands, understands himself…. Understanding begins when something addresses us. This requires…the fundamental suspension of our own prejudices.”
Truth and Method
Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.
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