Tag Archives: questioning/inquiry

Not that demand for it is likely to be great, but here, nonetheless, is a reading on Friedrich Nietzsche along with its attendant vocabulary-building and comprehension worksheet.

I wrote this material for a student I worked with at the very beginning of my teaching career. After he used it, I don’t believe I ever printed another copy of it. I have some history with Nietzsche, so I can tell you that this is a workmanlike, mostly superficial account of his philosophy. But how, really, to deal with a thinker of Nietzsche’s range, depth, and insight in one page? Impossible, I say.

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.

Here is a reading on Erasmus along with its accompanying vocabulary-building and comprehension worksheet.

I don’t know if anyone teaches Erasmus of Rotterdam, as he was and is known, at the secondary level. He is by any measure an exemplary Northern Renaissance humanist. Now that I have this set of documents, I might add it to my list of biographical research assignments for global studies–provided that I ever use those materials again. Whatever the case in your classroom, this document is–as is virtually everything on Mark’s Text Terminal–formatted in Microsoft Word. In other words, these are open-source documents for you to do with what you will.

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.

Last but not least on this cool Sunday morning in southwestern Vermont, here is a reading on Cicero along with its accompanying vocabulary-building and comprehension worksheet.

This is a good general introduction to the great Roman orator. I assembled this material with a variety of uses in mind, including a biographical research paper the freshman global studies curriculum in my New York City high school assigned. But Marcus Tullus Cicero is a key figure in world history, so I can think of a lot of uses for this material. For example, this summer I had the good fortune to become involved with professional development in Debate-Centered Instruction; I might open a unit on debate and rhetoric with these documents.

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.