Tag Archives: questioning/inquiry

The Weekly Text, October 2, 2020, Hispanic Heritage Month 2020 Week III: A Reading and Comprehension Worksheet on Teresa of Avila

Ok, for Week III of Hispanic Heritage Month 2020, and for the Weekly Text from Mark’s Text Terminal for October 2, 2020, here is a reading on Teresa of Avila along with its accompanying vocabulary-building and comprehension worksheet.

Teresa was essentially a sixteenth-century Catholic mystic. Her mysticism, unsurprisingly, brought her to the attention of the Inquisition. She founded a religious order; as the reading explains, she was, in the final analysis, an influential figure in Catholic theology. If you want to move beyond the relatively basic comprehension questions on the worksheet, you–and more importantly, your students–can consider some of the concepts present in Teresa’s story: religious law, orthodoxy, mysticism, feminism and women’s role in the Church, among others.

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.

Cultural Literacy: Persona non Grata

As the election began to approaches, I admit, I went into my archive of Cultural Literacy worksheets to find a few that had civics themes or related ideas. Continuing with that, and I hope this document speaks for itself in our current political, social, and economic circumstances, here is a Cultural Literacy worksheet on the Latinism persona non grata. It means, of course, “unwelcome person.”

Of which we as a society currently bear a surplus.

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.

Cultural Literacy: Fifth Amendment

Last but not least on this distinctly autumnal day, here is a Cultural Literacy worksheet on the Fifth Amendment to the United States Constitution. This amendment most famously protects defendants against self-incrimination–i.e. they can “take the Fifth” when asked a question whose answer may incriminate them in a crime. The Fifth Amendment also prohibits double jeopardy and mandates due process of law.

This knowledge will help prepare students to what I expect will be heavy use in the coming months of this shield against self-incrimination.

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.

Circadian Rhythms

For just over ten years, I served in a school without windows in any of the classrooms. In fact, that school has been in the news recently for deficiencies in its reopening plan.

Students, as they will (and I thank them for it), often questioned and commented about the building–it really was dismal–and wanted to discuss it at times. I used this reading on circadian rhythms and its attendant vocabulary-building and comprehension worksheet as a way of capitalizing on students’ desire to know why their school possessed the architectural charm of a maximum security prison.

In any case, the reading doesn’t necessarily answer any questions. It does present opportunities to ask critical questions about allocation of public resources, investment in communities, and whether or not one needs to see daylight to operate on a circadian cycle.

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.

Cultural Literacy: Bread and Circuses

After last night, I can’t think of a better time to post this Cultural Literacy the concept of bread and circuses. The term comes from ancient Rome, as I suspect most people know; it was meant, originally, as a plaint against the declining heroism of the Roman people, who were willing to exchange the Roman Republic for the Roman Empire–to forego the work of maintaining a republic for the spectacle, noise, and distraction of the empire’s conquests and programs–free bread among them–designed to control the populace.

In the context of current American politics, I suppose a teacher could contextualize this to describe how Americans were willing to sacrifice intellect and reason for emotion and nonsense.

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.

A Lesson Plan on the Chronology of Space Flights from The Order of Things

Here’s a lesson on the chronological order of international space flights and the list as reading and comprehension questions that constitute the lesson’s work. This lesson derives, as does every lesson on this blog under the header The Order of Things, from Barbara Ann Kipfer’s book of the same name.

Incidentally, I’ve just finished writing all the lessons and worksheets for the unit they comprise. There are 50 lessons in all, and I’ll soon post supporting documents for the unit, including a user’s manual for the worksheets and the unit plan itself.

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.

Cultural Literacy: Populism

If there was ever a time where students ought to be receiving rigorous instruction in civic and politics, it’s now. And I don’t mean to say that this Cultural Literacy worksheet on the political philosophy of populism is the solution to any deficit in civics instruction, but it’s a start, especially for struggling learners and emergent readers.

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.

James Madison

A few years back, I read several news accounts like this one from CNN that indicated that Americans, particularly those who fancy themselves experts on the subject, know vanishingly little about the United States Constitution

This reading on James Madison and its accompanying vocabulary-building and comprehension worksheet will go only a short distance to ameliorate ignorance of the U.S. Constitution, but it will serve as a reasonable introduction to deeper inquiry into this quintessential document from the American Enlightenment

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.

Cultural Literacy: Habeas Corpus

As I worked on revising a number of blog posts this morning, I listened to news coverage of the death of Ruth Bader Ginsburg and the indecent haste with which our legislative branch moves to replace her.

Now, I think, would be a good time to post this Cultural Literacy worksheet on the legal concept of habeas corpus–an important element of any civil society.

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.

The Weekly Text, September 25, 2020, Hispanic Heritage Month 2020 Week II: A Reading and Comprehension Worksheet on American Imperialism

This week’s Text–and it may seem odd as an offering for National Hispanic Heritage Month–is this reading on American Imperialism and its accompanying vocabulary-building and comprehension worksheet. The United States has violated the sovereignty of Latin American nations repeatedly since the early-nineteenth century. This meddling in the affairs of Latin America arguably began with the theology of Manifest Destiny and the foreign policy of the Monroe Doctrine.

Even the easygoing researcher will locate dozens of examples of United States involvement in Latin America. Three are most salient for the purposes of this blog post, mostly for their egregiousness: the 1954 coup in Guatemala that overthrew the democratically elected Jacobo Arbenz; ten years later, the 1964 Brazilian coup that toppled the leftist government of Joao Goulart; and, in my own historical memory, the 1973 coup against the democratically elected President of Chile, Salvador Allende. The latter, incidentally, has been extensively documented, with then Secretary of State Henry Kissinger’s role in the Chilean coup examined by, among others, the late Christopher Hitchens and, most comprehensively, by the National Security Archive.

Incidentally, Henry Kissinger is regarded around the world as a war criminal–as this withering editorial from 2017 in The Harvard Crimson emphasizes.

Finally, I’ve always found it useful to turn to one of American history’s most famous quotes, from General Smedley D. Butler, on American imperialism:

“I spent 33 years and four months in active military service and during that period I spent most of my time as a high class muscle man for Big Business, for Wall Street and the bankers. In short, I was a racketeer, a gangster for capitalism. I helped make Mexico and especially Tampico safe for American oil interests in 1914. I helped make Haiti and Cuba a decent place for the National City Bank boys to collect revenues in. I helped in the raping of half a dozen Central American republics for the benefit of Wall Street. I helped purify Nicaragua for the International Banking House of Brown Brothers in 1902-1912. I brought light to the Dominican Republic for the American sugar interests in 1916. I helped make Honduras right for the American fruit companies in 1903. In China in 1927 I helped see to it that Standard Oil went on its way unmolested. Looking back on it, I might have given Al Capone a few hints. The best he could do was to operate his racket in three districts. I operated on three continents.”

(Smedley D. Butler, War is a Racket: The Antiwar Classic by America’s Most Decorated Soldier (Port Townshend, Washington: Feral House, 2003.)

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.