Tag Archives: questioning/inquiry

The Weekly Text, 27 June 2025: Lesson One of a Unit on Writing Reviews

OK, moving right along with this Writing Reviews unit, here is the first lesson plan, which aims to introduce students to the concept of the review. The do-now exercise for this lesson is this Cultural Literacy worksheet on the idiom having an axe to grind. I think any reviewer has by definition an ax to grind, hence this document. Finally, here is the structured analytical worksheet on the concept of reviews that is the mainstay 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.

Honus Wagner

[Over the past few years, I have developed an interest in baseball. I remain a neophyte in my understanding of the game–this summer I bought a copy of The Dickson Baseball Dictionary by Paul Dixon so I could better build my knowledge of what the players, particularly pitchers, are actually doing. This post, however, arrives because of my long interest in the T206 Honus Wagner Baseball Card, which I think I can safely analogize as: What the Bay Psalm Book is to bibliophiles, the T206 Honus Wagner card is to collectors of sports memorabilia.]

“Honus Wagner (originally John Peter): (1841-1918) U.S. baseball player. Born in Mansfield (now Carnegie), Pennsylvania, he played principally for the Pittsburgh Pirates (1900-1917), and coached the team from 1933 to 1951. The right-handed hitter led to the National League in batting in eight seasons (1900, 1903=4, 1906-9, 1911) and in stolen bases five seasons. His total of 252 three-base hits remains a National League record. Nicknamed ‘the Flying Dutchman’ for his speed. Wagner is considered one of the greatest shortstops and all-around players in baseball history.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

The Weekly Text, 17 January 2025: A Reading and Comprehension Worksheet on Sears Roebuck

The Weekly Text for 17 January 2025 from Mark’s Text Terminal is this reading on Sears Roebuck along with its accompanying vocabulary-building and comprehension worksheet.

Why? Because I have it, for one thing. But for people of a certain age in the country (that is, my age or older) remember that Sears, along with JC Penney, were in the retail firmament the rough equivalent of Amazon today. There was no Internet, so that comparison breaks down; but both retailers issued mail-order catalogues that arrived, at least in my household, fairly regularly throughout the year. The Sears Catalog, which began offering full lines of hard goods, began publication in 1893. By 1908, Sears actually offered home kits in its catalog–among the sewing machines, sporting goods, musical instruments, saddles, firearms, buggies, bicycles, baby carriages, and some clothing (all introduced in 1894), and Edison’s Graphophone (introduced in 1908). Growing up, all my school clothes came from Sears (there was a store at the corner of Ingersoll Street and East Washington Avenue, if memory serves, in my hometown of Madison, Wisconsin, where the city, last I knew, has its bus barn). The company’s Craftsman tool line (now owned by Stanley Black & Decker) was among the best available–and guaranteed for life. I owned quite a few of them, as did my uncle, who owned an auto parts store and was a freelance small aircraft designer and builder.

Sears filed for Chapter 11 bankruptcy on 15 October 2019. According to the Wikipedia page on the retailer, as of April 2024 there are 11 Sears stores–ten in the continental United States and one in Puerto Rico–remaining. Near where I now live, in Flatbush, Brooklyn, there is a remnant store–an art deco beauty–at the corner of Beverly Road and Flatbush Avenue; the building is empty, but New York City landmarked it in 2012, so it is protected.

So you can see that Sears Roebuck was an important part of the American retail landscape for a long time.

There is something to be learned about business cycles, branding, management, retail trends–and potentially a whole host of other topics in business education. There has been no small amount of ink spilled on what led to Sears’ downfall; just search “Why Sears went out of business.”

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.

Atahualpa

“Atahualpa: (1502?-1533) Last free-reigning emperor of the Incas. He became ruler after defeating his half-brother in what may have been the greatest military engagement in Inca history. The conquistador Francisco Pizarro met Atahualpa just before the emperor’s triumphal entry into Cuzco and invited him to a feast in his honor. When Atahualpa and his unarmed retainers arrived, Pizarro ambushed them on horseback with cannons and guns, slaughtered thousands, and took Atahualpa prisoner. Pizarro accepted Atahualpa’s offer of a ransom of a roomful of gold, then, having received 24 tons of gold and silver, ordered Atahualpa burned at the stake, The sentence was changed to death by garrote when Atahualpa agreed to convert to Christianity.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Shawnee

“Shawnee: Algonquian-speaking people from the central Ohio River Valley. Closely related in language and culture to the Fox, Kickapoo, and Sauk, the Shawnee were also influenced by the Seneca and Delaware. In the summer the Shawnee lived in bark-covered houses grouped into large villages near fields in which women cultivated corn. The primary male occupation was hunting. In winter the village broke into small patrilineal family groups, which moved to hunting camps. In the 17th century the Shawnee were driven from their home by the Iroquois, scattering into widely separated areas. After 1725 the tribe reunited in Ohio. Following their defeat by General Anthony Wayne (1794), they broke into three independent branches that eventually settled in Oklahoma. Today they number about 4,000.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Sacagawea

“Sacagawea: (1786?-1812) Shoshone Indian woman who, carrying her infant son on her back, traveled thousands of wilderness miles with the Lewis and Clark expedition (1804-6). Though she had been separated from her people for nearly 10 years when the expedition began, Sacagawea was instrumental in obtaining horses and guides from a band of Shoshone (led by her brother, Cameahwait) at a point when the expedition may well have ended. Her fortitude in the face of hazards and deprivation became legendary.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Penutian Languages

“Penutian languages: Hypothetical superfamily of North American Indian languages that unites a number of languages and language families mainly of the far western United States and Canada. The Penutian hypothesis was proposed by Roland B. Dixon and Alfred B. Kroeber in 1913 and refined by Edward Sapir in 1921. Like the Hokan hypothesis (see Hokan Languages), it attempted to reduce the number of unrelated language families in one of the world’s most linguistically diverse areas. At its core was a group of languages spoken along California’s central coast and in the Central Valley, including Ohlone (Costanoan), Miwok, Wintuan, Maidu, and Yokuts. Sapir added Oregon Penutian (spoken along the lower Columbia River), Plateau Penutian (languages of Plateau Indian peoples), Tsimshian (spoken in western British Columbia), and Mexican Penutian (spoken in southern Mexico). Aside from the Mexican group, all the languages today are either extinct or spoken exclusively by older adults. Though the hypothesis remains unproven, at least some languages of the group are probably related to each other.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

American Indian Languages

“American Indian Languages: Languages spoken by the original inhabitants of the Americas and the West Indies and by their modern descendants. They display an extraordinary structural range, and no attempt to unite them into a small number of genetic groupings has won general acceptance. Before Columbus, more than 300 distinct languages were spoken in North America north of Mexico by an estimated population of 2-7 million. Today there are fewer than 170 languages, of which a great majority are spoken fluently only by older adults. A few widespread language families (Algonquian, Iroquoian, Siouan, Muskogean, Athabaskan, Uto-Aztecan, Salishan) account for many of the languages of eastern and interior North America, though the far west was an area of extreme diversity (see Hokan, Penutian). In Mexico and north Central America (Mesoamerica), an estimated 15-20 million people spoke more than 300 languages before Columbus. The large Otomanguean and Mayan families and a single language, Nahuatl, shared Mesoamerica with many smaller families and language isolates. More than 10 of these languages and languages complexes still have over 100,000 speakers. South American and the West Indies had an estimated pre-Columbian population of 10-20 million, speaking more than 500 languages. Important language families include Chibchan in Columbia and south Central America, Quechuan and Aymaran in the Andean regions, and Arawakan, Cariban, and Tupian and north and central lowland South America. Aside from Quechuan and Aymaran, with about 10 million speakers, and the Tupian language Guarani, most remaining South American Indian languages have very few speakers, and some face extinction before linguists can adequately record them.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

The Weekly Text, 22 November 2024, National Native American Heritage Month Week IV: A Reading and Comprehension Worksheet on Pine Ridge

This week’s Text, in observation of the fourth Friday of National Native American Heritage Month 2024, is this reading on Pine Ridge along with its vocabulary-building and comprehension worksheet.

The Pine Ridge Reservation entered my consciousness in 1973, when activists from the American Indian Movement (AIM) began the Wounded Knee Occupation. AIM had earlier, for almost two years between 1969 and 1971, occupied the Alcatraz Federal Penitentiary. I was dimly aware of that, but by 1973 I’d become much more aware, having read by then for the first time Dee Brown’s Bury My Heart and Wounded Knee. In 1975, members of the Menominee Nation seized the Alexian Brothers Novitiate in Gresham, Wisconsin; I lived in Madison at the time, and my high school friends and I followed these events with keen interest.

This reading pulls no punches about the role of the United States government in creating neglect and failure in the way it proceeded with establishing Native American reservations. The massacre at Wounded Knee in 1890 took place at Pine Ridge. Enough said.

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.

Chief Joseph Surrenders

[Speech of surrender at tend of Nez Perce War, 5 Oct. 1877:] “I am tired of fighting…. I want to have time to look for my children and see how many of them I can find. Maybe I shall find them among the dead.

Chief Joseph, Quoted in Herbert J. Spinden, The Nez Perce Indians (1908)

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006