“Harappan Script: That of the Harappan civilization, flourishing in the Indus valley in the 3rd-2nd millennia BC. Undeciphered and not demonstrably connected to later Indian scripts.”
Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.
This lesson plan on the Crime and Puzzlement case “At the Fair” is the last one in the second unit I wrote for this material; I have a third unit of twenty-four lessons, so if you like these and use them, I’ll be posting most if not all of those in the next three or so months.
I open this lesson after a class change with this Cultural Literacy worksheet on the literary genre of the epic. You’ll need the PDF of the illustration and questions to investigate what did happen at the fair. Finally, here is the typescript of the answer key to help you and your students will need to solve this heinous crime and arrest a suspect for its commission.
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.
“Troubadours: Poets of southern France, northern Italy, and Catalunya who flourished from the 12th to the 13th century and wrote primarily in Occitan. The term is derived from the Occitan verb trobar, to compose. Troubadour poetry is best known through the elaborately formal lyrical Canso which celebrated courtly love and chivalry, and for proposing a fusion of aesthetic sensibility with the ability to love. During the 13th century nonlyrical genres, such as the sirventes, and the narrative works, such as the Canso de la crozada, became prevalent. Eleanor of Aquitaine was a noted patron of troubadours who introduced troubadour themes and lyrical conventions at the courts of northern France. The trobairitz were female poets of southern France who wrote in Occitan in the same period. Most trobairitz, such as Beatrice de Dia, Cara d’Andeza, and Na Castelloza practiced the Canso and other lyric genres. (See TROUVERES; GUILLAUME IX; BERNARD DE VENTADOR; and BETRAN DE BORN.)”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
When I taught high school in Lower Manhattan, The Canterbury Tales was in the English Language Arts curricular cycle. I have always assumed that one of the big ideas in teaching this book was continuity and change, particularly where language is concerned. After all, this book is a significant moment in the evolution of English as a vernacular language.
I worked up this reading on Geoffrey Chaucer and its accompanying vocabulary-building and comprehension worksheet to assist the kids in my classes to prepare to read and at least gain some understanding of the own of Chaucer.
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, especially considering that Edward Jenner was instrumental in refining the art and science of vaccinations, which makes him a man of his and our time, here is a reading on Edward Jenner and Smallpox along with its vocabulary-building and comprehension 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.
Here is yet another lesson plan from Barbara Ann Kipfer’s book The Order of Things, this one on rock sizes. And here is list and comprehension worksheet that is the 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.
“Sacred, Sacred versus Profane Distinction: For Emile Durkheim and all subsequent sociologists of religion, the recognition of the absolute nature of the distinction between these two terms was and has been fundamental to their subdiscipline, both as a social fact and as something to be explained. Durkheim’s classic statement or the distinction is that ‘Sacred things are those which the [religious] interdictions protect and isolate; profane things, those to which these interdictions are applied and which must remain at a distance from the first’ (The Elementary Forms of the Religious Life, 1912). Sacred phenomena are therefore considered extraordinary and set apart from everything else.”
Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.
Posted in English Language Arts, Essays/Readings, Quotes, Reference, Social Sciences, Worksheets
Tagged readings/research, term of art
Finally–and again, after the abject horror of yesterday in the United States–I’ll post this reading on reading on The Generation of ’68 and its accompanying vocabulary-building and comprehension worksheet without further comment.
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.
“Self-Fulfilling Prophecy: A concept introduced into sociology by Robert Merton (see his Social Theory and Social Structure, 1957), and allied to William Isaac Thomas’s earlier and famous theorem that ‘when people define situations as real, they become real in their consequences.’ Merton suggests the self-fulfilling prophecy is an important and basic process in society, arguing that ‘in the beginning, a false definition of the situation evokes a new behavior which makes the original false conception come true. [It] perpetuates a reign of error.’”
Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.
This reading on the Lend-Lease Act guides students through this relatively complicated synthesis of diplomacy and trade during World War II. Here is the vocabulary-building and comprehension worksheet that accompanies 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.
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