This independent practice worksheet on Plato might need some editing for some students. At the same time, there might be room to add material to it as well,
If you find typos in this document, 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.
“Cabala (or kabbalah; fr Heb qabbalah, ‘tradition’) The oral traditions of the Jews, said to have been delivered by Moses to the rabbis and handed down through the centuries by word of mouth. In the Middle Ages, the word was a popular term for the Jewish theosophy describing the World of Souls. The rabbis, or cabalists, who were the guardians of the cabala were feared as possessing secrets of magical powers.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged philosophy/religion, readings/research
Here is a reading on Colonial New York City with its accompanying comprehension worksheet. This might be more edifying for students if its used in tandem with the reading and comprehension on reading on Colonial Boston I posted a couple of days ago.
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.
“In English history, an influential clique of ministers at the court of Charles II from 1667 to 1674. The group derived its name from the initials of its members (Clifford, Ashley, Buckingham, Arlington, and Lauderdale), who were notorious for their intrigues and corruption. The word cabal, which is now used to signify a body of political intriguers, was probably popularized by the activities of the English cabal, but it had long been associated with secrecy and magic, See CABALA.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged readings/research
“Anachronism (noun): A chronological error; a person, thing, word, or idiom inappropriate to the time of a literary work, especially something placed or assumed too early; specific temporal or historical error. Adj. anachronistic, anachronic, anachronous, anachronical; adv. Anachronistically, anachronically, anachronously. Also: METACHRONISM.
‘Of course, the deep south holds on by main strength to it regional expressions, just as it holds and treasures some other anachronisms, but no region can hold out for long against the highway, the high-tension line, and the national television.” John Steinbeck Travels with Charley'”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
Before I walk out the door this morning, here is an independent practice worksheet on the Phoenicians, those consistently amazing (there’s evidence now that Phoenician ships circumnavigated Africa) explorers and traders. I’ve used this with freshman global studies classes here in New York City.
If you find typos in this document, 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.
“We live in a society exquisitely dependent on science and technology, in which hardly anyone knows anything about science and technology. This is clearly a prescription for disaster.”
Excerpted from: Grothe, Dr. Marty. Metaphors Be with You. New York: Harper, 2016.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged readings/research, science literacy
FINAL THOUGHTS: LIMITATIONS OF RESEARCH
“The scope of what researchers can accomplish is limited in many ways…. Though ideally researchers would assess the learning and cognition of a representative sample of people, meaning one that best captures the breadth and diversity of humanity, in practice this is hardly ever the case. Furthermore, most if not all brain and cognitive researchers conduct their analyses in laboratory settings, where as many variables are identified and controlled as possible. Compared to the control of a laboratory, a classroom is filthy with variables of many types.
Why should the distinction between the control of variables and other factors in laboratories and classrooms matter? Put simply, it matters because ‘evidence-based’ is often mistakenly interpreted as meaning the same thing as ‘field-tested.’ To say that a particular teaching strategy or curricular initiative is ‘evidence-based’ can indicate many things. It certainly may mean, as most assume, that the phenomenon has been studied in classroom settings by educational researchers and teachers and has been found to work. And it this latter situation is the case, great! However, more often than not this label means that a particular educational strategy or initiative is based on evidence that has emerged from research studies conducted in laboratories, or it is based in evidence.
There is certainly nothing wrong with this other definition and I also do not believe that it is intentionally used to deceive. Indeed, many of the strategies proposed in this text represent exactly this type of research-based practice, namely those that have yet to be tested in classroom settings. However, any time you come across something that is research-based rather than research-validated (or field-tested), remember that the minimum threshold for this label is that the strategy is based on a review of the existing literature. Thus it is ‘field-tested’ or ‘research-validated’ and not ‘evidence-based” that should be seen as the educational equivalent of the ‘Good Housekeeping’ stamp of approval.”
Excerpted from: Rekart, Jerome L. The Cognitive Classroom: Using Brain and Cognitive Science to Optimize Student Success. New York: Rowman & Littlefield Education, 2013.
“An aspect of Cubism, sometimes called Orphic Cubism, explored by Robert Delaunay beginning about 1912. The primacy of color and color relationships in the making of the picture was the keynote, although Delaunay himself alternated during this phase between pure Abstraction and quasi-Representational forms.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
Posted in English Language Arts, Quotes, Reference
“As one tortures one’s way through Finnegan’s Wake an impression grows that Joyce has lost his hold on human life. Obsessed by the spaceless and timeless void, he has outrun himself. We begin to feel that his very freedom to say anything has become a compulsion to say nothing.”
Alfred Kazin, New York Herald Tribune
Excerpted from: Bernard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.
Posted in English Language Arts, Quotes, Reference
Tagged fiction/literature, literary oddities, readings/research
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