“If one accepts the ideal of a democratic, fluid society with a minimum of class distinction, the maximum of fluidity between different vocational groups, then the ideal secondary school is a comprehensive public high school.”
James Bryant Conant (1893-1978) as Quoted in The Teacher and the Taught (1963)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
Posted in Quotes, Reference, Social Sciences
“analogy: A comparison between two different but related things. The ability to comprehend and create analogies is an important component of critical reasoning capabilities. For example, an analogy might compare the biological process of a tree growing from a small seed to a tall oak, to the human process of development from infancy to adulthood. This analogy would be written;
SEED : OAK AS INFANT : ADULT
Another type of analogy is the visual analogy. For example, in a 2 X 2 cell grid, the two cells on the left might contain blue strs, and the top cell on the right might contain a green square. The person taking the test must then select which of several presented figures (including the correct green square) mts go in the empty cell.
For some students with learning disabilities, understanding analogies may be very difficult. They may process information in fairly concrete ways, and miss more subtle connections between dissimilar things.
Often, however, the ability to reason analogically is a relative strength for students with learning disabilities.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
“Suprematism: An outgrowth of Rayonism, but more immediately of Analytic Cubism, suprematism was a Russian movement founded in 1915 by Kazimir Malevich, who used the circle, rectangle, triangle, and cross as the basis of a purely abstract style and as a vehicle for his spiritual ideas. Suprematism proved highly significant in the development of Constructivism, despite the latter’s more utilitarian outlook.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
“Paean: (Greek ‘striking’ from paiein ‘to strike’) A song or hymn of joy, exultation or praise, In ancient Greece it was an invocation (q.v.) or thanksgiving addressed to Apollo the Striker, ‘one who strikes blows in order to heal mankind.'”
Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.
Posted in English Language Arts, Quotes, Reference
Tagged philosophy/religion, poetry, term of art
“Lares: Household gods of the ancient Romans, usually referred to in the singular (lar), there being one lar to a household. The lares were protective, and were usually deified ancestors or heroes. The lars familiaris was the spirit of the founder of the house who, never leaving, accompanied his descendants in all their changes. See PENATES.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged philosophy/religion
As above and below, this lesson plan on Rome and Christianity is number eight of a ten-lesson global studies unit on ancient Rome.
This lesson opens with this context clues worksheet on the noun treaty as well as a on the verb unite (it’s used both intransitively and transitively) if the lesson, as I intended for my own use, continues into a second day. And here is the reading and comprehension questions that are 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.
“Academy: Originally, the garden near Athens where Plato taught. Art academies developed in reaction to medieval guilds and became schools for the practical and theoretical training of artists, elevating their status in society. In baroque times they were universities of art, and they continued as powerful arbiters of taste until the end of the 19th century. Rigorous study of the human form and highly structured teaching based on classical standards characterized most academy instruction.”
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
This lesson plan on the Pax Romana is the seventh of a ten-lesson global studies unit on ancient Rome (as above and below–a run, all told, of twenty posts, ten of them documents posts).
Here’s a context clues worksheet on the noun orator and a second on the noun truce for opening this lesson. And here is the short reading with comprehension questions that is the primary 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.
“One is often told that it is a very wrong thing to attack religion, because religion makes men virtuous. So I am told; I have not noticed it.”
“Why I Am Not a Christian” (1927)
Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged literary oddities, philosophy/religion
This post begins, continuing for ten documents posts above (for a total of twenty posts including the interstitial quotes between each lesson), a ten-lesson unit on ancient Rome. Because the history of Rome offers so many opportunities to teach basic concepts in social studies, I dedicated an entire unit to it. I wanted students, when coming away from these ten lessons, to understand that when we talk about “the West” or “Western Civilization,” we are by and large talking about the world the Romans created.
So, this unit kicks off with this lesson plan on the founding myth of Rome, which is to say that this is a lesson about Romulus and Remus. I start this lesson with this Cultural Literacy worksheet on the idiom “All Roads Lead to Rome.” Here is one more on another idiom based in Roman history, “Rubicon” as in “Crossing the Rubicon.” Finally, here is the reading on Romulus and Remus with a series of comprehension questions.
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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