As we start to turn the corner to August, here is a context clues worksheet on the verb scrutinize. It’s used both transitively and intransitively. This is one of those expository and analytical words students, particularly those in high school, ought to know.
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.
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.
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.
Have you seen Martin Scorsese’s film Gangs of New York? Or perhaps read Herbert Asbury’s book, The Gangs of New York, from which most of the historical material in the film is drawn? You might also have come across Tyler Anbinder’s book–highly recommended, if the subject interests you–on the infamous Lower Manhattan neighborhood which is now subsumed by Chinatown. I became interested in the district after seeing Mr. Scorsese’s film, and spent some time reading, thinking about, and visiting it.
For my esteemed colleagues teaching in New York City, I can assure you from direct experience with my own students in The Bronx and Manhattan that this reading on the Five Points is generally of high interest to kids in the Five Boroughs. Here is the reading’s accompanying vocabulary-building and comprehension worksheet.
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.
The kids with whom I have used them have loved them, so I developed a large body of materials from the Lawrence Treat’s excellent series Crime and Puzzlement, which appears to be available, perhaps with dubious legality, all over the Internet as free PDF downloads.
Here is a lesson plan on the Crime and Puzzlement case “Extortion.” I generally begin this lesson, in order to settle students after a class change, with this Cultural Literacy worksheet on the idiom “Ships That Pass in the Night.” You will, of course, need the illustration of the crime scene and its accompanying questions from the book to investigate the crime. Finally, this typescript of the answer key will help you and your students, using the evidence, to definitively solve the crime.
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.
Given the recent outbreak of bigotry in this country (I guess we were all aware of this persistent latent tendency in the American mind, but yeesh, you know?), I’m hard-pressed to think of a better time to post this reading on the anti-Catholic Know-Nothing party and its accompanying vocabulary-building and comprehension worksheet.
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.
This independent practice worksheet on the Roman Catholic Church is the last from the folder containing all the homework I developed for freshman global studies classes in New York City. That means there are almost eighty of them here on Mark’s Text Terminal.
Use the “independent practice” tag link, embedded in the word cloud on the homepage to find these.
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.
While cleaning out the last of some social studies folder, I stumbled across this list of big ideas and planning questions for the freshman global studies classes I taught for several years in New York City. The form and content of this document clearly derives from Grant Wiggins and Jay McTighe’s book Understanding by Design, which continues to inform my approach to planning lessons. This looks like something I started brainstorming one day, but then never returned to.
Maybe you can do something with 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.
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