Tag Archives: readings/research

A Lesson Plan on the Crime and Puzzlement Case “The $40,000 Raffle”

Last but not least this morning, here is a lesson plan on the Crime and Puzzlement case “The $40,000 Raffle.” You’ll need this PDF of the illustration and questions to conduct your investigation of this case. To solve it, in the final analysis, you’ll want the typescript of the answer key.

I open this lesson with this Cultural Literacy worksheet on the idiom “Carry a Torch for.” Older people will recognize this as an expression meaning, in today’s parlance, “having a crush on,” or more succinctly, “crushing on.” I’ll let the great Louis Jordan (lyrics by the equally great Jon Hendricks) explain it:

“I’m the man for you and so you better start to face it
If you ever lose my love you know you never can replace it
I think it’s time for you to start to givin’ me some lovin’
‘Cause I’m carryin’ a torch for you that’s hotter than a oven
It’s time for you and me to do a little turtle-dovin'”

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.

Erwin Schrodinger

Over the years there has been very little demand for this reading on Erwin Schrodinger and its accompanying vocabulary-building and comprehension worksheet. In fact, only one student in 17 years of teaching, who had somehow come across the concept of “Schrodinger’s Cat,” asked for it, which is why it exists. I wrote this for one particularly bright (and ineptly misplaced in a self-contained special needs classroom) and inquisitive student about 15 years ago, then forgot about it.

If you can use it, there it is.

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.

Japonaiserie

Japonaiserie (Fr., article of Japanese craft) In a specific sense, those items of Japanese creation that began to be imported into Europe in the 1850s and 1860s: woodblock prints, textiles, porcelain, fans, furniture, and metalwork. The influence on the painting of the Impressionists is called japonisme.”

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

The Weekly Text, April 17, 2020 Asian Pacific American Heritage Month Week III: A Reading and Comprehension Worksheet on Hokusai

This week’s Text is this reading on the influential Japanese artist known simply as Hokusai along with a vocabulary-building and comprehension worksheet to accompany 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.

Independent Practice: Shogunate

Here is an independent practice worksheet on the shogunate, a form of governmental organization in Japan that lasted for almost 700 years. The word comes from shogun and indicates a military dictator.

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: Archetype

“Archetype: (Greek “original pattern) A basic model from which copies are made; therefore a prototype. In general terms, the abstract idea of a class of things which represents the most typical and essential characteristics shared by the class; thus a paradigm of exemplar. An archetype is atavistic and universal, the product of “the collective unconscious” and inherited from our ancestors. The fundamental facts of human existence are archetypal: birth, growing up, love, family and tribal life, dying, death, not to mention the struggle between children and parents, and fraternal rivalry. Certain character or personality types have become established as more or less archetypal. For instance, the rebel, the Don Juan (womanizer), the all-conquering hero, the braggadocio, the country bumpkin, the local lad who makes good, the self-made man, the hunted man, the siren, the witch and femme fatale, the villain, the traitor, the snob and the social climber, the guild-ridden figure in search of expiation, the damsel in distress, and the person more sinned against than sinning. Creatures, also, have come to be archetypal emblems. For example, the lion, the eagle, the snake, the hare and the tortoise. Further archetypes are the rose, the paradisiacal garden and the state of “pre-Fall” innocence. Themes include the arduous quest of search, the pursuit of vengeance, the overcoming of difficult tasks, the descent into the underworld, symbolic fertility rites and redemptive rituals.

The archetypal idea has always been present and diffused in human consciousness. Plato was the first philosopher to elaborate the concept of archetypal or ideal forms (Beauty, Truth, Goodness) and divine archetypes. Since the turn of the 19th century the idea and the subject have been explored extensively. Practitioners of the two sciences of comparative anthropology and depth psychology have made notable contributions. The major works in this venture of discovery include: J.G. Frazer’s The Golden Bough (1890-1915); C.G. Jung’s “On the Relation of Analytical Psychology to Poetic Art” (1922) in Contributions to Analytical Psychology (1928) and ‘Psychology and Literature’ in Modern Man in Search of a Soul (1933); Sigmund Freud’s A General Introduction to Psychoanalysis (1920); Maud Bodkin’s Archetypal Patterns in Poetry (1934); G. Wilson Knight’s Starlit Dance (1941); Ernst Cassirer’s Language and Myth (translated 1946); Robert Graves’s The White Goddess (1948); Richard Chase’s Quest for Myth (1949); Joseph Campbell’s The Hero with a Thousand Faces (1949); Philip Wheelwright’s The Burning Fountain (1954) and his Metaphor and Reality (1962); B.[arbara] Seward’s The Symbolic Rose (1960); Northrop Frye’s Anatomy of Criticism (1957) and ‘The Archetypes of Literature’ in Fables of Identity (1963), plus several other inquiries.”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

Book of Answers: The Gutenberg Bible

“When was the Gutenberg Bible published? Circa 1456, at Mainz, Germany. It was the first printed Bible and the first book set on movable metal type. German printer Johannes Gutenberg, inventor of movable type, is believed to have printed it, though Johann Fust and Peter Schoffer are also candidates.”

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

John Dewey

“John Dewey: (1859-1952) American teacher, philosopher, and educational reformer. A believer in William James’s Pragmatism, Dewey employed the principles of that philosophy in his progressive movement in education. He advocated “learning by doing,” rejecting traditional autocratic methods of teaching by rote. Although his principles were adapted by many, not all of Dewey’s disciples were restrained by common sense. Among his many books are The School and Society (1899; rev 1908, 1915, 1932), Interest and Effort in Education (1913), Democracy and Education (1916), The Quest for Certainty (1929), Art as Experience (1934), and The Problems of Men (1946).”

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

Jesse James

Here, on a Friday morning, is a reading on Jesse James along with its accompanying vocabulary-building and comprehension worksheet. Somewhere along the line (for me it was probably consequent to seeing, when I was 12 years old, Philip Kaufman’s film “The Great Northfield Minnesota Raid“) Jesse James attained status as something of a folk hero. As this reading discloses, he was a nasty piece of work–a Confederate sympathizer, klansman, and cold-blooded murderer. In today’s Republican party, he could be a congressional candidate.

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.

Aesop’s Fables: “The Milkmaid and Her Pail”

Here is a lesson plan on the Aesop’s Fable “The Milkmaid and Her Pail.” Of course you’ll need the reading with its comprehension questions to teach this short passage on hopes and reality.

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.