Tag Archives: readings/research

A Document-Based Questioning (DBQ) Lesson on Pericles’ Funeral Oration

Moving right along, and as above and below, this lesson plan on Pericles’ funeral oration as drawn from Thucydides History of the Peloponnesian War, is number four of a ten-lesson unit of document-based questioning materials.

This lesson opens with this Cultural Literacy worksheet on the epic as a poetic form and as a means of recording history; it the lesson goes into a second day–and that I included another on the Peloponnesian War suggests that I planned that it would–you can use that second Cultural Literacy worksheet. Like the first one on epics, the document on the Peloponnesian War is a half-page worksheet.

Finally, here is the reading and comprehension questions that is the primary work 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.

Historical Term: Appeasement

[As I have mentioned previously on this blog, several years ago some colleagues of mine found students struggled with the concept of appeasement as well as its manifestation as a historical process in the years before World War II. The passage below does a nice job of summarizing this complex series of events, and here is a Cultural Literacy worksheet on the Munich Pact to complement it.]

“Appeasement Foreign policy based on the conciliation of the grievances of rival states, usually involving some sort of concession as an attempt to avoid conflict or war. The term is most often applied to the pre-World War II policy of Britain and France of attempting to satisfy the demands of Hitler with regard to Germany’s grievances over the Versailles settlement. The policy, based on agreements with Germany and Italy, is particularly associated with Neville Chamberlain’s premiership (1937-40). As a result of appeasement Germany was able to occupy the Rhineland, the Sudetenland areas of Czechoslovakia, and to achieve the Anschluss with Austria. The policy is held to have ended when Hitler broke the 1938 Munich agreement and occupied the rest of Czechoslovakia in March 1939.”

Excerpted from: Cook, Chris. Dictionary of Historical Terms. New York: Gramercy, 1998.

A Document-Based Questioning (DBQ) Lesson on the Analects of Confucius

As above and below, here is a DBQ lesson on the Analects of Confucius. The lesson opens with this Cultural Literacy worksheet on the Aesop’s Fable “The Boy Who Cried Wolf.” And here is the reading and comprehension questions that are the work of this lesson.

Also, if you are interested in going further with “The Boy Who Cried Wolf,” here is a lesson plan on 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.

A Document-Based Questioning (DBQ) Lesson on the 23rd Psalm

As above and below, here is a DBQ lesson on Psalm 23, taken from the King James Bible.

This lesson opens with this context clues worksheet on the noun psalm to assist students in developing their own understanding of this poetic–and musical–form. If you take the lesson into a second day (or if your students do!), here is a Cultural Literacy worksheet on the concept of a motif. Finally, here is the reading and comprehension worksheet that is the primary work 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.

Descent to the Underworld

“Descent to the Underworld: The motif of numerous stories in the mythology and folklore of all peoples. The descent is usually made to rescue someone either abducted or rightfully dead, to find the answer to a question of discover a secret from the ruler of the underworld, or to seize some treasure. To partake of the food of the dead (or of fairyland in later folklore) prevents the visitor from ever returning. Among the most famous descent stories are the Greek myths of Orpheus and Eurydice, Demeter and Persephone, and Heracles bringing of Cerberus up from Hades and his rescue of Alcestis. Also well known are the Babylonian story of Ishtar’s descent to rescue Tammuz and the Norse myth of Hermod’s journey to Hel to bring back Balder. There are similar tales in Hindu, Chinese, and Japanese writings, and among the Ainu, Melanesians, North American Indians, and Eskimos. Descents to Hell are common also in early Christian literature.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

A Document-Based Questioning (DBQ) Lesson on the Rig Veda

Here is a DBQ lesson on the Hindu sacred text the Rig Veda, the first, as above and below, of a ten-lesson documents-based questions (DBQ) unit.

I open this lesson with this Cultural Literacy worksheet on the concept of symbols; in the event the lesson requires a second day to complete, then here is another on another on the epic as a poetic form. As I write this, I think perhaps the reading on epics probably ought to come first in the delivery of this lesson. Finally, here is the reading and comprehension worksheet that is the chief work of this lesson.

Incidentally, you might find this reading and comprehension worksheet on Hindu Epics complementary to 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.

Illusionism

“Illusionism: The use of optical principles to create the illusion that a painted object is real. Among the techniques are PERSPECTIVE, FORESHORTENING, and CHIAROSCURO. QUADRATURA and TROMPE L’OEIL are other forms of illusionism.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

The Miracle on Ice

When I taught in Springfield, Massachusetts, (which hosts a minor league hockey team), a number of students in my literacy intervention class wanted to read about hockey. So I worked up this reading on the Miracle on Ice and its accompanying vocabulary-building and comprehension worksheet for their consumption. If you’re not old enough to remember it, or are not a hockey or Olympics fan, the Miracle on Ice is the United States Olympic Hockey Team’s upset victory over the Russian team at the 1980 Olympics at Lake Placid, New York.

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.

Term of Art: Paradigm

“Paradigm: [From Greek paradeigma, a pattern, an example, a basis for comparison. Stress: ‘PA-ra-dime’]. In grammar, a set of all the (especially inflected) forms of a word (write, writes, wrote, writing, written), especially when used as a model for word forms in Latin and Greek (in which key words represent the patterns of numbered groups in nouns, adjectives, verbs, etc.) and to a lesser extent for such other languages as French and Spanish (principally for verbs). Their use is limited in English, because it is not a highly inflected language.”

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.

Book of Answers: C.S. Lewis and Joy Davidman

“When did critic and write C.S. Lewis marry Joy Davidman? In 1956. She died of cancer in 1960, three years before Lewis’s own death in 1963. Their story is told in Lewis’s A Grief Observed (1961).”

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.