Here is an Everyday Edit worksheet on Thurgood Marshall. If you want more of these, check with the eleemosynary spirits at Education World, who give away a year’s supply of them at their site.
My usual caution and entreaty on typos doesn’t apply here: there are a number of spelling, grammar and punctuation errors on each of these worksheets; the task is to fix them.
“Government action is not the whole answer to the present crisis, but it is an important partial answer. Morals cannot be legislated, but behavior can be regulated. The law cannot make an employer love me, but it can keep him from refusing to hire me because of the color of my skin.”
Stride Toward Freedom: The Montgomery Story ch. 11 (1958)
Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.
“Who knows but that, on the lower frequencies, I speak for you?”
Invisible Man epilogue (1952)
Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.
“Metalanguage: A language used to refer to statements made in another language, called in this context the object language. If the statements being referred to are in French and the statements referring to them are in English, for example, then the distinction between object language (French) and the metalanguage (English) is clear, but if the object language and metalanguage are both expressed in English, or both in a formal language such as the predicate calculus, then confusion can arise. Quotation marks can sometimes help, as in the sentence ‘Snow is white’ is true if an only if snow is white, in which the statement belonging to the object language is enclosed in quotation marks. Many paradoxes, including debatably the liar paradox, arise from a failure to distinguish object language from metalanguage: expressions involving true and false, when applied to a sentence, must always be expressed in a metalanguage and not in the object language of the sentence, The ideas behind the concept of a metalanguage are traceable to an article ‘On Denoting’ by the Welsh philosopher Bertrand (Arthur William) Russell (1872-1972) in the journal Mind in 1905, and the concept was fully developed by the Polish logician and mathematician Alfred Tarski (1902-1983) in his monograph De Wahrheitsbegriff in den formalisierten Sprachen (The Concept of Truth in Formalized Languages) in 1933.”
Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.
“Long Walk to Freedom: The autobiography (1994) of Nelson Mandela (1918-2013), the first black president of South Africa, who, under the apartheid regime, had been jailed for three decades, largely on Robben Island. The title is said to have been inspired by the words in ‘From Lucknow to Tripuri,’ and essay (1939) by Jawaharlal Nehru (1889-1964), who was to become the first prime minister of independent India:
There is not easy walk-over to freedom anywhere, and many of us will have to pass through the valley of the shadow again and again before we reach the mountain-tops of our desire.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
“There is nothing in our book, the Koran, that teachers us to suffer peacefully. Our religion teaches us to be intelligent. Be peaceful, be courteous, obey the law, respect everyone; but if someone puts his hand on you, send him to the cemetery. That’s a good religion.
Message to the Grass Roots” (Speech), Detroit, Michigan, 10 November 1963″
Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.
“Blue for space * White for water * Red for fire * Green for wind * Yellow for earth
These are the colours seen in the wind-whipped Buddhist silk prayer flags that fly in Tibet and the mountain valleys of the Himalayas.”
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.
On a chilly Wednesday morning, here is a Cultural Literacy worksheet on tabula rasa, which is an educational and epistemological concept from John Locke.
So I must ask: do students arrive in our classrooms as blank slates, as Locke claimed, or do they have basic cognitive frameworks for understanding the world? I imagine that entire academic careers may still depend on the discourses this question raises.
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, very quickly and after a busy day at a new job, here is a context clues worksheet on the noun causality.
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.
On January 6, I published 56 documents for teaching Chinua Achebe’s masterpiece Things Fall Apart. In last week’s Text, I published a similar set of documents for teaching Elie Wiesel’s Night.
This week’s Text is a batch of documents for teaching William Golding’s Lord of the Flies. I wrote these materials, but never marshalled them into a coherent unit plan, over a two-year period beginning a little over 12 years ago; after that, I never used them again, so it has been about ten years since I laid eyes on this stuff. In any case, let’s get these documents uploaded into this post.
Because I was working in global studies and United States history classrooms at the the same time that I was co-teaching the English class dealing with this novel, I perceived instantly that Golding’s novel was Thomas Hobbes’s “state of nature” nightmare, where life is “solitary, poor, nasty, brutish, and short.” For that reason, I asked the English teacher with whom I was teaching to make an explicit connection between Hobbes and Lord of the Flies. To that end, here is a reading on Hobbes and its (extended, you’ll notice, if you’ve previously picked up these things from Mark’s Text Terminal) accompanying vocabulary-building and comprehension worksheet. I also wrote, to follow up on students’ understanding of the Hobbesian dystopia depicted in Lord of the Flies, this independent practice worksheet that I suspect I would have assigned at about the middle of the novel. The reading and worksheet above began the unit, I’m quite sure.
Next, here are 12 context clues worksheets–one for each chapter. I’m not sure why I compiled this complete vocabulary list for the novel, let alone kept it around. Perhaps I intended them as a learning support? I just don’t remember. I have learned the hard way not to throw away work, no matter how pointless or useless it appears at second glance, so that explains that document’s presence here.
These 12 comprehension worksheets drive a basic understanding of Lord of the Flies and its allegory.
Finally, here are three quizzes on the novel. You will note that these are numbered 2, 3, and 4. If there was ever a number 1, it is lost to time. Also, these aren’t exactly some of my best work, and may well reflect my contempt for my co-teacher’s (and the administrator under whom we served) insistence on quizzes as an assessment tool. I vastly prefer expository writing–i.e. papers–as a means of assessing understanding.
And that’s it. Every document in this post is in Microsoft Word, so these are documents you can manipulate for your own–and your students’–needs.
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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