Tag Archives: readings/research

Brian Eno

A couple of hundred years ago when I was a high school student myself, the primary form of one-upmanship in my crowd consisted in identifying the most obscure, and often the most unlistenable, prog rock band. Then, at exactly the right moment, i.e. when it would most effectively reflect one’s own cultural superiority, one would drop the name of said band into conversation, generally editorializing on the band’s “excellence.” Personally, I wasted a lot of time and money on this exercise in status anxiety, buying and listening to execrable records by bands like Jade Warrior, Aphrodite’s Child (my faux sophistication required me to feign affection for the atrocious album 666 by Aphrodite’s Child), and other groups and artists on Vertigo Records.

And this to some extent continues–or at least it did ten years ago when I was out in the Upper Midwest visiting my hometown. At a cocktail party, one of my interlocutors mentioned to several of us that he’d recently seen Peter Hammill live. I think he assumed that we wouldn’t know that Mr. Hammill had been a founding member of another of these prog rock bands, Van der Graaf Generator, or, indeed, that I still had Mr. Hamill’s song “Imperial Zeppelin,” from his solo album Fool’s Mate, in one of my current playlists. I decided it was best, at age almost fifty, to pass on taking the conversation any further.

Anyway, if you have such students, if they don’t already know about him, this reading on Brian Eno and its accompanying vocabulary-building and comprehension worksheet might be of some interest. Eno remains a major figure–and of deserved interest because of his work with David Bowie and U2, to name just two artists with whom he has worked–so this material, relatively speaking, is au courant. But he was, in my day, somewhat arcane–and for me, also mostly unlistenable.

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 Lesson Plan on Civilizations and Their Characteristics

Here is a lesson plan on civilizations and their characteristics.

I open this lesson with this context clues worksheet on the compound noun city-state; in the event this lesson enters a second day, here is a second context clues worksheet on the noun industry–a characteristic of civilizations, even if such industries (e.g. metalworking) were small in scale and primitive in technological accomplishment. This reading and comprehension worksheet is at the center of the unit. I write the reading passage myself, synthesizing a variety of readings from encyclopedias, because I wanted to make sure that I touched all the conceptual bases of civilizations as they appear (or, at this point, perhaps, appeared) on the New York State Regents Examination for Global Studies. Finally, even though I never annotated it (feel free!), here is the teacher’s copy of the 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.

Herm

“Herm: Pillar-form sculpture of classical antiquity, typically with a bearded face, armless torso, and prominent phallus. Originally, it probably represented the god Hermes. In European iconography it is symbolic of revelry and abandonment.”

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

Bono

To finish up this morning, here is a reading on Bono, the lead singer of the rock group U2, along with its vocabulary-building and comprehension worksheet. This work raises some interesting questions about the privileges and responsibilities of fame. I’ve never been a big fan of U2, and Bono has been a bit too messianic for my tastes. In any case, I assume that this is high-interest material, so I have tagged it as such.

It’s hard to argue, however, with the way he has accepted social responsibility for his fame and used it for good works.

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 Lesson Plan on the Crime and Puzzlement Case “The Great ‘Drug’ Bust”

Here is a lesson plan on the Crime and Puzzlement case “The Great ‘Drug’ Bust.”

If you use do-not exercises at the beginning of lessons, then the one for this lesson is this Cultural Literacy worksheet on the legend of Saint George and the Dragon. To investigate this case, you’ll need the PDF of the illustration and questions that contain the evidence of this crime. Finally, here is the typescript of the answer key to help you apprehend your culprit.

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.

Two Reading and Comprehension Worksheets on Bob Dylan

The first record I owned, at the age of ten or eleven, was Pete Seeger Sings Woody GuthrieMy father brought it home for me one day. I loved it from the first time I listened to it, and I still listen to it now. Within a couple of years, I managed to follow Woody Guthrie’s influence to Bob Dylan, whose music I also continue to listen to almost 50 years later. In fact, many of his records, particularly Blood on the Tracks and John Wesley Harding receive almost weekly play here at Mark’s Text Terminal.

To my mind, it’s nearly impossible to underestimate the cultural importance of Bob Dylan’s work. In fact, so much ink has been spelled on it by so many astute critics that I hardly need to belabor the point here. While I know his selection for the Nobel Prize in Literature is controversial, my own opinion is that the man who wrote “Desolation Row” and “Visions of Johanna,” to mention just two of his most brilliant songs, certainly earned his laurels as a writer of lasting worth and importance.

So, last but not least on this May morning, I have two sets of readings and comprehension worksheets on Bob Dylan. The first set is a general biography of Bob Dylan’s musical career and is in some respects anodyne. The second set, which to some extent, by comparison, renders the first set of documents anodyne, is this reading and comprehension worksheet on Bob Dylan’s switch to electric music in 1965 and his legendary (or legendarily disastrous) appearance at the Newport Folk Festival in that year. It’s worth mentioning that Dylan’s appearance at Newport in 1965 is something of a cultural touchstone, both a gotterdammerung moment and an intimation of what was to come in American popular music. It pops up in various places as a reference point to a particular moment in the history of popular music.

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 Lesson Plan on Climatic Zones from The Order of Things

From the pages of The Order of Things, here is a lesson plan on climatic zones and they way they are organized, as well as the worksheet with list and comprehension questions that constitutes 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.

Happening

“Happening: Happenings developed from a combination of assemblage and environment art as artists sought to free art further from the constraints of the wall and the frame. Resembling performance, these events often involved sculpture, sound, time, motion, and living persons. While participants began with a plan, there was no rehearsal and no repeat performance. Spontaneous audience participation was sometimes encouraged. Allen Kaprow is credited with inventing happenings, which took place in New York City in the 1960s.”

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

Walt Whitman

Last but not least this morning, on a lovely spring morning, what’s more appropriate than a reading on Walt Whitman 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.

Influenza Epidemic of 1918

While wandering around in the warehouse yesterday morning, I came across this reading on the influenza epidemic of 1918 and its accompanying vocabulary-building and comprehension worksheet. Given that this historical event has become something of a touchstone for understanding our current circumstances, i.e. the coronavirus pandemic, I can’t quite understand how I lost track of this material.

That is, until I read it. Over the years, I’ve developed a great deal of material based on the mostly excellent readings in the Intellectual Devotional series; I’ve also had a lot of success in using these materials. Students who would turn up their nose at a book, or a reading from a textbook (I especially understand the latter, as most corporate-published textbooks are lethal), will take on one of these–especially high-interest readings. This reading, however, is one of the weakest I’ve seen.

Which, however, provides some grist for the critical mill. Let’s start with the title of this reading. The influenza of 1918 was by any measure a pandemic–that’s why one of the John M. Barry’s book, The Great Influenza, one of the best on the subject, carries the subtitle “The Story of the Deadliest Pandemic in History.” So, the title for the reading in this post offers students an opportunity to differentiate, and understand the difference between, an epidemic and a pandemic. The influenza of 1918 was certainly a pandemic–remember that the Greek root pan means all. This reading, in short, presents an opportunity to teach students the importance of using language with precision.

In other words, the big question this reading raises is: Was the influenza outbreak of 1918 an epidemic or a pandemic?

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.