Tag Archives: readings/research

The Sopranos

OK, continuing with items from the I-don’t-know-why-or-when-I wrote-this shelf in the warehouse at Mark’s Text Terminal, here is a reading on The Sopranos (which I loved, so that may figure into this) along with its vocabulary-building and comprehension worksheet. I expect that this will have, more than 14 years after the final episode of the show aired, very little relevance to students–if ever it did. I must have put this together for a student who asked for it, but I cannot for the life of me remember who that would have been.

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.

Leonard Bernstein’s Young People’s Concerts

While I concede that this reading on Leonard Bernstein’s Young People’s Concerts and its attendant vocabulary-building and comprehension worksheet may not have compelling utility in our mostly arts-free schools, here they are nonetheless.

I’m old enough to remember the broadcasts of Maestro Bernstein–who was an eminent figure in the American Culture of my youth–and his Young People’s Concerts. The New York Philharmonic, then as now, stood as one of the world’s great orchestras. I can’t say these television shows inculcated a lifelong love of classical music in me, but they did introduce me to it and help me understand it. Fortunately, Wynton Marsalis, a figure as vital to American culture as Leonard Bernstein, continues the tradition of introducing young people to a genuinely American art form with his “Jazz for Young People” concerts. Mr. Marsalis leads the Lincoln Center Jazz Orchestra, perhaps the greatest large ensemble playing jazz these days.

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.

The Weekly Text, 22 October 2021: A Lesson Plan on the Crime and Puzzlement Case “Water Bed”

This week’s Text is a on the Crime and Puzzlement case “Water Bed.” I begin this lesson with this Cultural Literacy worksheet on the Latinism caveat emptor. As you probably know, this locution means “let the buyer beware.” However, in everyday discourse one will often hear someone say “there is a caveat” or “there are several caveats” in any given situation. Caveat by itself means (by  Merriam-Webster’s reckoning) “a warning enjoining one from certain acts or practices.” All of this is a roundabout way of saying that caveat emptor in particular, and caveat in general, are arguable words high school students should know by their graduation.

Anyway, you’ll need this PDF scan of the illustration and questions related to the evidence in this case to investigate it. And here is the answer key to solve the case and bring your culprit to the bar of justice.

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.

Temperance (n), Temperate (adj)

Here is a context clues worksheet on the noun temperance. I’m fairly confident I wrote this for a United States history class to help students understand the word as an adjective in the historical term Temperance Movement. You will note in these sentences that I tried to write context that also defines temperance to mean “habitual moderation in the indulgence of the appetites or passions.”

And here also is another context clues worksheet on the adjective temperate. This is a moderately complicated word whose essential meaning is “marked by moderation, “keeping or held within limits,” and “not extreme or excessive.” It’s worth remembering that this adjective attaches to nouns dealing with everything from drinking alcohol (as above), to climates, to one’s habits.

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.

Minimal Art

“Minimal Art: The most reductive of all the Post-Painterly Abstraction movements. Minimal painting—rejecting space, texture, subject matter, and atmosphere—relies solely on simple form and flat color for effect. Minimal sculpture, usually of monumental size, is equally free of personal overtones, relying on the simplest geometric forms and the power of its presence for effect. Artists identified with minimal art include Barnett Newman, Ellsworth Kelly, Dan Flavin, Donald Judd, Agnes Martin, and Larry Bell.”

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

Leave It to Beaver

OK, for some reason, here is a reading on “Leave It to Beaver” along with its accompanying vocabulary-building and comprehension worksheet. I haven’t the faintest idea why I produced these documents on this late-1950s and early 1960s television show. A friend of mine extolled its virtues in the past; the one episode I saw nauseated me–a sitcom vision of a placid, indeed complacent, ultra-White America produced during the depths of Jim Crow–and I never watched another episode.

So again, I can’t imagine why I wrote this worksheet other than, perhaps, to help students understand how often popular media, particularly fictional narratives, are at variance with 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.

Emilio Aguinaldo

“Emilio Aguinaldo: (1869-1964) Philippine independence leader. Of Chinese and Tagalog parentage he was educated at the University of Santo Tomas, Manila, and became a leader of the Katipunan, a revolutionary society that fought the Spanish. Philippine independence was declared in 1898 and Aguinaldo became president, but within months Spain signed a treaty ceding the islands to the United States. Aguinaldo fought U.S. forces until he was captured in 1901, After taking an oath of allegiance to the U.S., he was induced to retire from public life. He collaborated with the Japanese during World War II; after the war he was briefly imprisoned; released by presidential amnesty, he was vindicated by his appointment to the Council of State in 1950. In his later years he promoted nationalism, democracy, and improvement of relations between the U.S. and the Philippines.”

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

The Weekly Text, 15 October 2021, Hispanic Heritage Month 2021 Week V: A Reading and Comprehension Worksheet on Cesar Chavez

This week’s Text, for the final Friday of Hispanic Heritage Month 2021, is a reading on Cesar Chavez along with its attendant vocabulary-building and comprehension worksheet. The reading comes from one of the Intellectual Devotional books; there is another reading and comprehension worksheet from one of those volumes. Entries on him appeared in two of them–Biographies and American History–and both are now available on this blog.

In fact, to use the boilerplate for this circumstance on Mark’s Text Terminal, these documents join a growing body of material on Mr. Chavez, one of the heroes of my youth.

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.

Ruben Dario

“Ruben Dario: (pen name of Felix Ruben Garcia Sarmiento, 1867-1916) Nicaraguan poet and essayist, famed as the high priest of modernismo. One of his favorite sayings was ‘Art is not a set of rules but a harmony of whims.’ Because he wrote verse as a child, he became known in Central America as ‘the boy poet.’ In 1886 he went to Chile, where he published his first major work, Azul (1888), a collection of verse and prose sketches that bore the imprint of the French Parnassians and revealed the fondness for lush, exotic imagery that was to characterize his work. In 1890 he returned to Central America and the first of his two unhappy marriages. After a short visit to Spain in 1892, he moved to Buenos Aires. The appearance of Prosas Profanas (1896; tr 1922), in which the influence of the French symbolists is fused with that of the Parnassians, marked the highpoint of the modernist movement. In 1898 Dario went again to Spain, now as a correspondent for La nacion, a Buenos Aires newspaper. He was acclaimed by intellectuals of Spain’s Generacion del 98, who, like Dario, were profoundly affected by the outcome of the Spanish-American War. Cantos de vida y esperanza, generally regarded as his best work, appeared in 1905. It shows the technical excellence and lyric beauty of his earlier poetry, but there is a greater freedom and a new feeling for the native themes, which he had previously rejected. Dario’s concern for ‘our America’ is also evident in ‘A Roosevelt,’ a poetic diatribe against the U.S., motivated by the seizure of Panama in 1903, and in Canto a la Argentina (1910). Dario’s later work reveals a growing disillusionment and despair, Although he was named Nicaraguan minister to Spain in 1908, his last years were marred by financial difficulties and poor health, due in part to his heavy drinking. In 1915, after an unsuccessful lecture tour of the U.S., he was stricken with pneumonia in New York and died soon after his return to Nicaragua. Dario’s influence on Spanish poetry can be measured by the statement of Pedro Henriquez Urena that ‘of any poem written in Spanish, it can be told with certainty whether it was written before him or after him.’ The Selected Poems of Ruben Dario appeared in English translation in 1965.”

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

Mt. Aconcagua

“Mt. Aconcagua: Mountain, western Argentina, on the Chilean border. At 22,384 feet (6,960 meters) high, it is the highest peak of the Andes and of the Western Hemisphere. It is of volcanic origin but is not itself a volcano. The summit was first reached in 1897.”

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