Here is an Everyday Edit worksheet on Mahatma Gandhi if you need it.
Incidentally, the generous folks people at Education World offer a year’s supply of Everyday Edits, with their answer keys, underneath that hyperlink.
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.
If you can use it anywhere, here is an independent practice worksheet on the Manchu Dynasty.
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.
In almost 30 years of working with struggling adolescents, just over half of them as a teacher, I have endeavored to help young people dealing with a broad and deep variety of personal challenges. I’ve noticed, in my years as a teacher, that by the time struggling students reach high school, they have endured adversity and failure, which has mutated into both academic and social alienation. My first task with such students, as I have tended to see it, is to assist them in recognizing and overcoming that alienation, and join, so to speak, their own lives. (I guess that says something about how I see education: learning is life, and learning, as I often tell students, is too important to be left in the hands of a fool like me.)
One way I have done that is to respond to student interest for guidance in developing differentiated instructional materials. As this blog demonstrates, I hope, I have worked assiduously over time to create, develop, and deliver such curricula.
A couple of years ago a student arrived in my classroom with an intense interest in Asian mythology. I used that interest as a way of engaging him in reading and writing activities of the sort which he told me he generally thought “sucked.” By exploiting my knowledge of his interests, I learned some things I hadn’t about myth across Asia, developed some new materials, and engaged a very difficult-to-reach young man.
This reading and worksheet on Babylonian mythical War of the Gods was one of the fruits of this labor. In the process of producing this, I also researched the Sumerian and Babylonian pantheons. For the next week or ten days, in this blog’s ongoing observation of Asian Pacific American Heritage Month 2019, I’ll post a number of reference materials related to those mythological characters.
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’s is an independent practice worksheet on the Han and Tang dynasties in observation of day two of Asian Pacific American Heritage Month 2019. Remember that Mark’s Text Terminal will post materials related to this area of study throughout the month of May.
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.
Today begins Asian Pacific American Heritage Month 2019. Mark’s Text Terminal, as it did last year, will feature posts on topics related to this theme for the entire month of May.
Now that xenophobia and bigotry have returned to a rolling boil in the United States, it’s worth remembering that, as ugly as all this is, the grotesqueries of nativism are hardly a new phenomenon in this country. So let’s start the month with this Cultural Literacy worksheet on the Chinese Exclusion Act of 1882 to remind us of the ignominious places we’ve traveled as a nation.
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 I work to clear off my desktop for the start of Asian Pacific American Heritage Month 2019, which begins tomorrow, here is an independent practice worksheet on Ivan the Terrible. And since parts of Russia are geographically in Asia, this is a perfect place to conclude this morning’s publishing orgy.
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.
OK, here is a word root worksheet on the Greek root carp/o; it means fruit. This is a tough root to puzzle out; it turns up in a lot of words related to the life sciences, so it may be useful in that respect.
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.
Moving right along, I’ll close out this morning’s publication schedule with this short reading on Robert De Niro and its attendant vocabulary-building and comprehension worksheet.
This has been, to my surprise, high interest material for several groups of kids I’ve served over the years. Then again, on some level, De Niro is definitely a tough guy, a “gangsta,” as the young men I work with like to say.
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.
Since it’s a word in heavy use in English, this context clues worksheet on the adjective vague is probably overdue. This is a heavily used word, and a frequent concept in play, in the English language.
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.
How the “document-based question” came by its unwieldy bureaucratic designation mystified me in the years I worked in New York City schools. Known to teachers by its initialism, “DBQ,” it always seemed to me to describe a cornerstone of any humanities curriculum. Indeed, much of what we asked students to do in history and English classes at the secondary level is to read and interpret a variety of documents.
In any case, in order to appease administrators, I developed a couple of social studies”DBQ” units that called upon students to read and interpret primary and key secondary documents. This worksheet on ancient Egypt endeavors to school kids in this practice. If you need or want it, here is the teacher’s copy of the same document.
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.
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