“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.
“Deus Ex Machina: (Lat, “god from the machine) A theatrical device used in Greek tragedy. In several plays of Euripides, a god appears at the last moment to provide the solution to the tangled problems of the main characters. The god is let down from the sky on a sort of crane. The phrase has come to refer to a playwright’s use of external means to solve the problems of his characters—a practice generally frowned upon.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
“I would much rather have men ask why I have no statue, than why I have one.”
Cato the Elder, Quoted in Plutarch, Parallel Lives
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 philosophy/religion, readings/research
Alright, last but not least today, here is an independent practice worksheet on Plato if you can use 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.
“prior knowledge: The totality of an individual’s experience and knowledge at any given time—that is, what a student brings as background information to a new learning experience. The more prior knowledge a person has, the more prepared he or she will be to learn new ideas. Almost everything that a person learns or can learn depends on the extent of his or her prior knowledge. One of the major missions of school is to build students’ fund of background knowledge so they have a foundation for future learning.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
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