Tag Archives: readings/research

50 Argonauts

Jason * Orpheus (the lyre-playing musician) * Mopsus the seer * Heracles and his male love of the moment, the handsome young Hylas (who gets kidnapped by water nymphs) * Pollux the champion boxer who kills the king of the Bebyrycians * Shape-shifting Periclymenus * Fast-footed Euphemus * Winged Calais and Zetes (sons of the North Wind who repel the Harpies) * and 40 more

The Argo, which had a magical keel crafted out of a sacred oak from the oracle of Dodona, was crewed by fifty heroes of ancient Greece—the Argonauts. Jason was the leader of this warrior band (sometimes referred to as the ‘Minyans’) sent on what was presumed to be a suicidal quest by King Pelias, his usurping half-uncle. Their mission was to sail to Colchis (Georgia) and seize possession of the Golden Fleece of a divine ram what hung from a tree in a grove sacred to Ares, god of war, guarded by a sleepless dragon.

Every city in Greece liked to imagine that they contributed a hero to this mythical band, which means that the list has had to grow in number, though if you examine the text of Apollonius of Rhodes, written in third-century Alexandria, it is easy enough to identify all the named Argonauts. Even this cast, however, numbers fifty-five, though by juggling who comes on, as others go off, the good ship Argo, it is just about possible to keep to fifty.

If you add other famous names and such ubiquitous heroes such as Bellerophon, Nestor, Perseus, Atalanta, and Theseus, you can grow the crew to eighty, which has a hidden harmony with the text of Apollonius, who has embedded eighty aitia in his epic. These are short verse sequences which give the mythical origins or such curious things as the sacred water-carrying race held on the island of Aegina or how the island of Thira is linked with Libya. The final text comprise 6,000 lines, which can be recited in one day to reasonably alert ancient theater audience.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Authoritarianism

“authoritarianism: A style of government in which the rulers demand unquestioning obedience from the ruled. Traditionally, ‘authoritarians’ have argued for a high degree of determination by governments of belief and behavior and correspondingly smaller significance for individual choice. But it is possible to be authoritarian in some spheres while being more liberal in others. Frederick the Great is alleged to have said, ‘I have an agreement with my people: they can say what they like and I can do what I like.’

Authoritarianism has become simply a ‘boo’ word, referring to overweening and intolerant government irrespective of the justification, or lack of it, of such practices. Thus is often means exactly the same as despotism, an older word. A number of American political scientists in the Cold War period distinguished between ‘authoritarian‘ and ‘totalitarian‘ governments. The former (mainly military regimes) had two advantages over the latter: they did not last as long and though they would repress their political opponents as brutally as any known regimes, they left a larger sphere for private life. (Totalitarian regimes were, in this context, invariably communist.) Thus, where conditions were not yet ripe for democracy, there were relative advantages to authoritarianism.”

Excerpted from: McLean, Iain, and Alistair McMillan, editors. Oxford Concise Dictionary of Politics. New York: Oxford University Press, 2003.

The Weekly Text, 11 July 2025: Lesson Three of a Unit on Writing Reviews

OK, moving right along, here is the third lesson plan of the Writing Reviews Unit, this one on gathering and judiciously using evidence in a piece of argumentative writing. The do-now exercise for this lesson is this Cultural Literacy worksheet on genre: This is a full-page worksheet with a reading of four simple sentences four questions. Finally, this structured note-taking and outlining worksheet is the primary work of this lesson.

The worksheet is longish by design, and can, as can all the documents in this post, can be easily edited. Like just about everything on this blog, these documents are formatted in Microsoft Word, so fully manipulable.

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.

Mural

“Mural: A large painting or decoration applied directly on a wall surface or completed separately and later affixed to it. Early Italian Renaissance examples include church frescoes, while in this century Expressionist and Social Realist murals have been commissioned for public buildings in postrevolutionary Mexico.”

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

The Weekly Text, 4 July 2025: Lesson Two of the Writing Reviews Unit

The second lesson plan of the Writing Reviews Unit is about argumentation, which any review will need to do well to convince its readers. In fact, when I first began working on these materials in 2006 or so, I conceived them as an introduction to the kind of academic writing kids really need to know how to do before they graduate high school.

So this scaffolded worksheet seeks to assist students in developing their own understanding of the difference between a quarrel and an argument in order to clarify the rhetorical and epistemological purpose of an argument. You might find the the teacher’s copy of the worksheet useful.

This lesson opens with this Cultural Literacy worksheet on the concept of to damn with faint praise, the use of which in a review I will take as a given.

Happy Fourth of July! I bid you a restful day and evening.

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.

Warsaw Ghetto Uprising

“Warsaw Ghetto Uprising: (April 19-May 16, 1943) Revolt by Polish Jews under Nazi occupation against deportation to Treblinka. By July 1942 the Nazis had herded 500,000 Jews from surrounding areas into the ghetto in Warsaw. Though starvation killed thousands each month, the Nazis began transferring over 5,000 Jews a week to rural ‘labor camps.’ When word reached the ghetto in early 1943 that the destination was actually the gas chambers at Treblinka, the underground Jewish combat group ZOB attacked the Nazis, killing 50 in four days of street fighting and causing the deportations to halt. On April 19, Heinrich Himmler sent 2,000 SS men and army troops to clear the ghetto of its remaining 56,000 Jews. For four weeks the Jewish ZOB and guerillas fought with pistols and homemade bombs, destroying tanks and killing several hundred Nazis, until their ammunition ran out. All the Jews were either killed or deported, and on May 16 the SS chief declared ‘The Warsaw Ghetto is no more.’”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000

The Weekly Text, 27 June 2025: Lesson One of a Unit on Writing Reviews

OK, moving right along with this Writing Reviews unit, here is the first lesson plan, which aims to introduce students to the concept of the review. The do-now exercise for this lesson is this Cultural Literacy worksheet on the idiom having an axe to grind. I think any reviewer has by definition an ax to grind, hence this document. Finally, here is the structured analytical worksheet on the concept of reviews that is the mainstay 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.

Fascism

“fascism: A right-wing nationalist ideology or movement with a totalitarian and hierarchical structure that is fundamentally opposed to democracy and liberalism. In ancient Rome, the authority of the state was symbolized by the fasces, a bundle of rods bound together (signifying popular unity) with a protruding axe-head (denoting leadership). As such, it was appropriated by Mussolini to label the movement he led to power in Italy in 1922, but was subsequently generalized to cover a whole range of movements during the inter-war period. These include the National Socialists in Germany, as well as others such as Action Francaise, the Arrow Cross in Hungary, or the Falangists in Spain. In the post-war period, the term has been used, often prefixed by “neo,” to describe what are successors to these movements, as well as Peronism and, most recently, some movements in ex-Communist countries, such as Pamyat in Russia (see extreme-right parties). Given such diversity, does the term have any meaning?

Genuinely fascist ideologies are: monist, that is to say, based upon fundamental and basic truths about humanity and the environment which to not admit to question; simplistic, in the sense of ascribing complex phenomena to single causes and advancing single remedies; fundamentalist, that is, involving a division the world into “good” and “bad” with nothing in between; and conspiratorial, that is, predicated on the existence of a secret world-wide conspiracy by a hostile group seeking to manipulate the masses to achieve and or maintain a dominant position.

In content, these ideologies are distinguished by five main components. (1) Extreme nationalism, the belief that there is a clearly defined nation which has its own distinctive characteristics, culture, and interests, and which is superior to others. (2) An assertion of national decline—that at some point in the mythical past the nation was great, with harmonious social and political relationships, and dominant over others, and that subsequently it has disintegrated, become internally fractious and divided, and subordinate to lesser nations. (3) This process of national decline is often linked to a diminution of the racial purity of the nation. In some movements the nation is regarded as co-extensive with the race (the nation race), while in others, hierarchies of race are defined generically with nations located within them (the race nation); in virtually all cases, the view is taken that the introduction of impurities has weakened the nation and been responsible for its plight. (4) The blame for national decline and/or racial miscegenation is laid at the door of a conspiracy on the part of other nations/races seen as competing in a desperate struggle for dominance. (5) In that struggle, both capitalism and its political form, liberal democracy, are seen as mere divisive devices designed to fragment the nation and subordinate if further in the world order.

With regard to prescriptive content, the first priority is the reconstitution of the nation as an entity by restoring its purity. The second is to restore national dominance by reorganizing the polity, the economy, and society. Means to this end include variously: (1) the institution of an authoritarian  and antiliberal state dominated by a single party; (2) total control by the latter over political aggregation, communication, and socialization: (3) direction by the state of labor and consumption to create a productionist and self-sufficient economy; and (4) a charismatic leader embodying the “real” interests of the nation and energizing the masses. With these priorities fulfilled, the nation would then be in a position to recapture its dominance, if necessary by military means.

Such priorities were explicit in the inter-war fascist movements, which engaged in racial/ethnic “cleansing,” establishing totalitarian political systems, productionist economies, and dictatorships, and of course went to war in pursuit of international dominance. But such parties can no longer openly espouse these extremes, and national/racial purity now takes the form of opposition to continuing immigration and demands for repatriation; totalitarianism and dictatorship have been replaced by lesser demands for a significant strengthening in the authority of the state, allegedly within a democratic framework; productionism has become interventionism; and military glory has been largely eschewed.”

Excerpted from: McLean, Iain, and Alistair McMillan, editors. Oxford Concise Dictionary of Politics. New York: Oxford University Press, 2003.

Ryukyu Islands

“Ryukyu Islands: Island chain, Japan. It extends in an arc 600 miles (979 kilometers) long from southern Japan to the northern tip of Taiwan. The 55 islands and islets have a total land area of 870 square miles (2,254 square kilometers). In ancient times it was an independent kingdom, but Chinese and Japanese sovereignty were successively imposed on the archipelago from the 14th to the 19th centuries. In 1879 the Ryukyus became an integral part of Japan. After Japan’s defeat in World War II, the U.S. took control of the islands; it returned them all by 1972. The U.S. maintains military bases on Okinawa. The islands are primarily rural, and agriculture is the dominant occupation.”

Excerpted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Shoin-Zukuri

“shoin-zukuri: Style of Japanese domestic architecture. The name is taken from a feature called the shoin, a study alcove with a built-in desk. Other common features included the toko-no-ma and chigai-dana (built-in shelves). The style, derived from Zen Buddhist monastic dwellings, gradually replaced the shinden-zukuri style during the Muromachi period (1338-1573). It is characterized by a new modesty of scale (forced on the aristocracy by loss of income), asymmetry and an irregular flowing together of masses, and the use of solid wall construction and sliding shoji rather than the movable partitions that divided the main living space in the shinden.”

Excerpted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.