Last but not least this morning, here is a reading on World War I along with its vocabulary-building and comprehension worksheet. This is a good general introduction to the Great War.
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 another reading and analysis lesson from Barbara Ann Kipfer’s The Order of Things, this one on the fastest animals on this planet. You’ll need this list and comprehension questions to work kids through 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.
Last but not least on this hot Saturday afternoon, here is another one-off that I wrote in response to the request of one student, then never used again. Maybe you have a philosophically-minded student whom this reading on appearance and reality and its accompanying vocabulary-building and comprehension worksheet might interest.
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.
“Stanford-Binet Intelligence Test: The most widely used intelligence test for measuring the mental skills of children. Binet was the principal author of the original test, designed to identify those French schoolchildren who were in need of special education, in the early twentieth century. He compared the performance of each child with what was average or normal for his or her age. Researchers at Stanford University in the United States later adapted the test, linking it to the concept of an intelligence quotient (IQ), and standardizing test scores round an average IQ of 100. These scores express the alleged intelligence of each child relative to his or her peers in the population. Because they are standardized, it is possible to compare the performance of children in different age-bands, or the same child across time. The items in the test have been subject to periodic revision to allow for socio-economic and cultural change.
A number of other similar intelligence tests are also now in use. However, all such instruments have been subject to criticisms of cultural, class, racial, or sexual bias, and the whole area of intelligence testing remains highly controversial, in both academic and political circles.”
Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.
If you teach United States history, I imagine this reading on Ulysses S. Grant along with its accompanying vocabulary-building and comprehension worksheet. I guess there is not much to say about this other than to reiterate that the day General Grant took the surrender of the Confederate Army at Appomattox Court House was the last day the Confederate Flag should have flown anywhere in this nation.
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.
If you’ve been following along from top to bottom, you’ll know that this is the eleventh (twenty-second if you count the interstitial quotes) and final post of an eleven-lesson global studies unit on the ancient world. Just to remind you, the first lesson in this run is “The First of Two Lessons on Sumer.”
So, now let’s move on to the last, which is this lesson on Alexander the Great and Hellenism. I think this is another two-day lesson, so I include two context clues worksheets, the first on the verb dominate (it’s used both intransitively and transitively), and the the second on the noun dominion.
Here is the reading on Alexander the Great and its accompanying vocabulary-building and comprehension worksheet that are the primary work of this lesson. If you have English language learners or emergent readers in your class, this differentiated version of the work for this lesson might be more appropriate for you use. The reading is a bit shorter and I’ve edited it to include more familiar words for students.
OK! That’s it. Eleven global studies lessons on the ancient world. I hope they serve you well.
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 lesson plan on the contest between Sparta and Athens for control of the ancient world, the penultimate lesson in the eleven-lesson unit I currently endeavor to get out for distribution on Mark’s Text Terminal. Because I anticipated this lesson enduring for two days, I included two Cultural Literacy worksheets in the folder, one on the Peloponnesian War and another on pantheism.
There are also two sets of readings and worksheets for this lesson, which means I needed at some point to differentiate of a student or even a whole class. In any case, here are the primary reading and its worksheet; and, finally, here are secondary reading (slightly shortened) and the second, differentiated 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.
Moving right along, here is a lesson plan on Periclean Athens. Because, like many of the lessons in this run of posts, I anticipated this going into a second day, I included two context clues worksheets with this lesson, the first on the noun architecture and the second on the noun legacy. Here is the worksheet with a reading and comprehension questions that stands as the work central 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.
Here is a lesson plan on the origins of Greece. Because (I must assume–again, it has been some time since I’ve used these documents) I included two do-now exercises in this lesson, I think this must be a two-day lesson. So, here are a pair of Cultural Literacy worksheets, the first on Alexander the Great and the second on Alexandria, the Egyptian city. Lastly, here is the worksheet with reading and comprehension questions on the origins of civilization on the Greek peninsula.
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.
Another day, back at it. Here is a lesson plan on the Phoenicians those (vanished) traders and explorers par excellence.
I open this lesson with this context clues worksheet on the verb accumulate, and N.B. that it is used both intransitively and transitively. In the event the lesson spills into a second day, here is a Cultural Literacy worksheet on Carthage, the city of the Phoenicians, for round 2.
As in many of these global studies lesson, I accumulated at least a secondary worksheet for the lesson. So, here is the primary version of the worksheet and here is the secondary version, edited for length and complexity.
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.
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