“How old was Primo Levi (1919-1987) when he was sent to Auschwitz? Twenty-four. The Italian Jewish writer tells the story of his captivity in Auschwitz from 1944 to 1945 in Sequesto e un uomo (tr. If This Is a Man, 1947). In the United States, the book is entitled Survival in Auschwitz (1958).”
Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged fiction/literature, readings/research
This lesson plan on Hinduism is the fourth lesson in a eleven-lesson global studies unit on the origins of religions and philosophy. I think I planned the do-nows as part of the lesson because there are three of them: the first is a context clues worksheet on the noun class, used in the sense of social class; the second is another context clues worksheet, this one on the noun monsoon; the third short exercise is this Cultural Literacy worksheet on the concept of reincarnation.
And here is the reading and comprehension questions that are the center 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.
Moving along to lesson number three in a eleven-lesson global studies on the origins of religion and philosophy, here is a lesson plan on the Israelites and the Jews. I open this lesson with this context clues worksheet on the adjective consecutive; for the second day of this lesson, if there is one, here is another another context clues worksheet on the adjective ethnic. Finally, here is the reading and comprehension questions that are at the center of this lesson on the origins of Judaism.
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.
As below (and above) here is a lesson plan on Moses and Monotheism, the second in a unit of eleven global studies lessons.
I open this lesson with this context clues worksheet on the noun covenant, the inclusion of which in this lesson I assume is obvious. In the event this lesson goes into a second (I’m fairly certain I intended that it would), then here is another context clues worksheet on the verb assimilate, which is used both intransitively and transitively. Finally, here is the reading and comprehension questions on Moses and the origins of the Judaism.
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.
“The Magic Flute (German title: Die Zauberflote). An opera by Mozart (1756-91), with a libretto by Emanuel Shikaneder, first performed in 1791. In this mystical (and quasi-masonic) quest opera, the magic flute is bestowed on Tamino to protect him as he goes through various rites of passage, such as ordeal by fire and water. The story is based on one found in Christoph Wieland’s collection of oriental folk tales (1786).
‘The opera [The Magic Flute]…is the only one in existence that might conceivably have been composed by God.’”
Neville Cardus: in the Manchester Guardian, 1961
Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.
Alright, this post begins a series of eleven documents posts (twenty-two posts in all, in other words, with the usual interstitial quotes between documents posts) above it, that comprise an entire global studies unit from my days teaching in New York City. This unit reflects my best understanding, the year I wrote it, of what would appear on the New York State Global History and Geography Regents Examination. Therefore, you may find elsewhere on this blog one or more versions (I rewrote several of these almost every year) of each of the lessons in this unit. Also, please bear in mind that this lesson was written with building literacy in mind as well.
So, here is a lesson plan on polytheism and monotheism. I opened this lesson with this context clues worksheet on the noun sect, which fits nicely, I submit, with the topic under study. If the lesson continues into a second day (given the length of the worksheet, I feel confident I meant it to), then here is another context clues worksheet on the verb unite, (used both intransitively and transitively), which is what both the polytheistic and monotheistic religions do. Finally, here is the reading and comprehension questions at the center 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.
I prepared this reading on philosophical idealism and its accompanying vocabulary-building and comprehension worksheet for one student. I used it once (so did he, then moved on to philosophical materialism), then never thought about it again until I found it just now in the back reaches of my warehouse. I doubt readers of this blog will find further use for it either, but who knows? Since I have metaphorical acres (gigabytes, to the literal-minded) of storage space on this website, I put it out on offer.
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 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.
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