This reading on panic disorder has endured over time with my students, especially those who live in crowded and violent inner-city neighborhoods, as a high-interest reading. 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.
Elsewhere on this blog I have posted lessons from the opening unit of the adapted freshmen global studies I used while teaching in New York. The idea for this, as I have also mentioned elsewhere, came from an Introduction to Liberal Studies class at Amherst College called, unsurprisingly, “Causes of History.” That was an interdisciplinary course that various students in my Russian classes (I was a Hampshire student taking Russian at Amherst) called “causes of misery.”
In any case, the phrase stuck in my mind, and I decided to appropriate it for a unit on basic concepts in historical inquiry for the struggling students I served. So this lesson plan on technology as a cause of history is one of a series of ten in that unit. The challenge I find is that students possess a very narrow view of technology; unless something is electronic, they don’t consider it technology. So this context clues worksheet on the noun technology aims to broaden their definition and understanding of this concept. When the first early human discovered how to use sharp stones as a knife or a hammer to open bones and get at the high protein marrow within, that piece of stone was a technological advance. Technology, this lesson means to convey, is anything that makes work and life easier and causes advances in human development.
For that reason, this worksheet for this lesson is really a note-taking blank. This is really a brainstorming lesson designed to get kids to revise their understanding of technology so that they can see, for example, that something as basic as the wheel was a significant technological advance–and that it moved history along as surely as it moved goods and people along trade routes.
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 context clues worksheet on the noun tier, which is a word students should know by the time they leave high school. This is a very common noun in educated discourse, in which I want the students I serve to participate. It means, on this worksheet, layer. This word, to my mild surprise, also has use as a verb.
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.
Alright, I think this Cultural Literacy worksheet on the concept of a vested interest would complement the reading, one post below this one, on the military-industrial complex I just published.
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.
Some years ago, I watched a documentary called “Why We Fight” (whose title alludes to a series of documentary films, also called “Why We Fight,” most of them directed by Frank Capra, which sought to justify the United States involvement in World War II) that reported, among other things, that President Dwight D. Eisenhower, in one of the original drafts of his famous farewell speech to the nation, referred not just to a nascent “military-industrial complex” but to a “military-industrial-congressional complex.” The danger of the weapons industry’s interest, for the sake of profit, in global conflict ought to be obvious enough, as should its influence. These are some the biggest, most well-capitalized corporations in this nation.
But when Ike, who wasn’t exactly a conspiracy-minded hippie, said it, it had real gravitas. Too bad we as a nation appear not to have heeded his warning about this phenomenon.
Anyway, maybe this reading on the military-industrial complex and its attendant vocabulary-building and comprehension worksheet might have some utility in your classroom.
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.
OK, it’s first thing on a Monday morning, and here are five homophone worksheets on the noun floe and the verb flow. Flow is used, incidentally, both intransitively and transively.
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.
I don’t imagine I need to go on and on about this worksheet on the Latin word root aqua. It means, of course, water. It’s hard to imagine a situation in which students wouldn’t need a thoroughgoing knowledge of this root and the words in English that grow from it.
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.
“Alleged. ‘The alleged murderer.’ One can allege a murder, but not a murderer; a crime, but not a criminal. A man that is merely suspected of a crime would not, in any case, be an alleged criminal, for an allegation is a definite and positive statement. In their tiresome addiction to this use of alleged, the newspapers, though having mainly in mind the danger of libel suits, can urge in further justification the lack of any single word that exactly expresses their meaning; but the fact that a mud-puddle supplies the shortest route is not a compelling reason for walking through it. One can go around.”
Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.
Here are a pair of context clues worksheets on supply as both a noun and a verb. As a verb, it is used both transitively and intransitively.
I worked in an economics-themed high school for ten years, so you’ll understand the word in two parts of speech.
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.
“Annotation (noun): An explanatory of critical note accompanying a text; gloss; authorial or scholarly comment. Adj. annotative, annotatory; n. annotator; v. annotate
‘What do you expect me to do? Go into a monastery? Or spend the rest of my life keeping up with your precious cult—editing and annotating and explaining you, until people get sick of the sound of your name?’ Christopher Isherwood, The World in the Evening”
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
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