Tag Archives: readings/research

Erasmus

Here is a reading on Erasmus along with its accompanying vocabulary-building and comprehension worksheet.

I don’t know if anyone teaches Erasmus of Rotterdam, as he was and is known, at the secondary level. He is by any measure an exemplary Northern Renaissance humanist. Now that I have this set of documents, I might add it to my list of biographical research assignments for global studies–provided that I ever use those materials again. Whatever the case in your classroom, this document is–as is virtually everything on Mark’s Text Terminal–formatted in Microsoft Word. In other words, these are open-source documents for you to do with what you will.

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.

Common Errors in English Usage: Genius (n), Brilliant (adj)

Here is a worksheet on differentiating the use of genius and brilliant. This document, like all documents under the title above, are informed by Paul Brian’s book Common Errors in English Usage, to which he allows full access at no charge at the Washington State University website.

The simple usage point of this worksheet consists in this: genius is a noun, and brilliant is an adjective. In other words, you can say “He is a genius” (using genius as a predicate noun), but you cannot say “He does genius work,” because genius is not an adjective and cannot modify the noun work. You can also say something like “I think Sergei Eisenstein’s Battleship Potemkin is a work of genius.”

You can, however, say both “He is brilliant” (using brilliant as a predicate adjective), and you can say “He does brilliant work,” (using brilliant as an attributive adjective). You cannot say “He is a brilliant.” It doesn’t sound right in any case, though, does it? Brilliant, as above, is an adjective and should be used as one.

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.

15 Ranks of the Knights Templar

 “Grand Master * Seneschal * Commander of the Kingdom of Jerusalem * Commander of the City of Jerusalem * Commander of Tripoli and Antioch * Drapier * Commander of Houses * Commander of Knights * Knight Brothers * Turcopolier * Under Marshal * Standard Bearer * Sergeant Brothers * Turcopoles * Elderly Brothers

The Knights Templar were a crack force of armed monks, established in 1129 to protect pilgrims journeying to Jerusalem, and then employed to defend the Crusader kingdoms of Outremer. After the fall of Outremer to Turkic and Egyptian forces, the Templars no longer had a function for a medieval Europe without any appetite for crusading, and in 1312 they were suppressed by the Pope, under pressure from the French King Philip IV. His reason was straightforward: the throne was bankrupt and he wanted the Order’s considerable wealth—lands bequeathed to them, priories in all the nations of Christendom and a banking business. Because of the violence and suddenness of their suppression (and the accusations of heresy levied against them) a conspiratorial glamor continued to attach to the name of the Order, in contrast to its rival Hospitaller Knights of Saint John (who had the good sense to take over the island bases of Malta and Rhodes and still to an extent survive as a charitable institution). Indeed, the traditions of the Templars—or, to give them their full name, ‘The Poor Fellow-Soldiers of Christ and the Temple of Solomon’—would be enthusiastically mined some 400 years later by the quasi-Templar Freemasonry Lodges established in Europe and North America.

During their heyday, the Templars Grand Master was the absolute ruler over the Order and answered only to the Papacy. The Seneschal acted as both deputy and advisor to the Grand Master. The Commander of the Kingdom of Jerusalem, the Commander of the City of Jerusalem, and the Commander of Tripoli and Antioch had the same powers as Grand Master within their own jurisdictions. The Drapier was in charge of the Templar garments. The Commander of Houses and the Commander of Knights acted as lieutenants to higher authorities within the Order. The Knight Brothers were the warrior-monks who wore the white tunic and red cross. Each was equipped with three horses and apprentice-like squires. The Turcopolier commanded the brother sergeants in battle. The Under Marshal was in charge of the footmen and the equipment. The Standard Bearer was one of the sergeants and charged with carrying the order’s banner. The Sergeant Brothers were warriors who did not have proof of eight quarterlings of noble blood and thus had but one horse and no squires to assist them. The Turcopoles were local troops who would fight alongside the Templars. Sick and Elderly Brothers were no longer fit for active service but still members of the order.”

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.

Cicero

Last but not least on this cool Sunday morning in southwestern Vermont, here is a reading on Cicero along with its accompanying vocabulary-building and comprehension worksheet.

This is a good general introduction to the great Roman orator. I assembled this material with a variety of uses in mind, including a biographical research paper the freshman global studies curriculum in my New York City high school assigned. But Marcus Tullus Cicero is a key figure in world history, so I can think of a lot of uses for this material. For example, this summer I had the good fortune to become involved with professional development in Debate-Centered Instruction; I might open a unit on debate and rhetoric with these documents.

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.

Elvis Presley

Here is a reading on Elvis Presley along with its attendant vocabulary-building and comprehension worksheet. This has tended to be high-interest material for some students, so I have tagged it as such.

For other students, Elvis may be of no interest whatsoever. I’d just like to mention that he presents an interesting case study on cultural appropriation. Did you know “Hound Dog” (which has been recorded, according to the song’s Wikipedia page, “more than 250 times”) was originally a hit for Big Mama Thornton (which was answered, humorously, by Rufus Thomas in his song “Bear Cat“) and was a number one hit for her on the R&B charts? Of that the first song (and his first hit single) he ever recorded, at Sun Studio’s Memphis Recording Service, was “That’s All Right,” composed by Arthur “Big Boy” Crudup

In other words, this is a good reading to open a discussion about how white artists, especially in the 1950s, helped themselves to the work of black artists and got rich doing it. This is so well documented at this point that if you search “white artists not paying royalties to black artists” you will find a trove of information about this practice. Even gigantic media company BMG admits Black artists were cheated out of fair contracts and royalty payments. I salute Wilco frontman Jeff Tweedy for calling for reparations to Black recording artists.

There is a lot to chew on here. The essential question here is something like “What is cultural appropriation and what is outright theft? What is the difference?”

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.

Sororal (adj)

Here is a context clues context clues worksheet on the adjective sororal. As you can probably hear, this word means “of, relating to, or characteristic of a sister.” If your students plan to belong to a sorority, then this might be a handy word to know. Outside this relatively narrow use, there just might not be a lot of need for this document.

Incidentally, did you know the noun sororate means “the marriage of one man to two or more sisters usually successively and after the first wife has been found to be barren or after her death.” It’s a relatively recent word, apparently, first coined in 1910–though like the other words in this post, it originates with the Latin soror, “sister.”

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.

De Stijl

“De Stijl: Now synonymous with the term Neo-Plasticism, De Stijl was the name of a Dutch journal started by Theo van Doesburg in 1917 which, as the organ of Neo-Plasticism, was influential in spreading the theories of Piet Mondrian. These ideas strongly marked the architectural, industrial, and commercial design of the Bauhaus.”

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

Elocution

“Elocution: The study and practice of oral delivery, including control of breath, voice, pronunciation, stance, and gesture (Has he taken elocution lessons?); the way in which someone speaks or reads aloud, especially in public (flawless elocution). An early meaning of the term was literary style as distinct from content, and relates to the Latin meaning of elocutio (‘speaking out’), one of the canons or departments of rhetoric. Elocution training in how to speak ‘properly’ (as in taking elocution lessons) was a feature of education, particularly for girls, in the 18th and 19th century. Shaw, who gave an extended dramatic treatment to elocution in Pygmalion (1912), added to his will in 1913 a clause giving some of the residue of his estate to ‘The substitution or a scientific training in phonetics for the makeshifts of so-called elocution lessons by actors and others who have hitherto prevailed in the teaching of oratory.””

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.

States of Matter

Here is a reading on states of matter along with its accompanying vocabulary-building and comprehension worksheet.

Once again from the Intellectual Devotional series, this is a good general introduction to solids, liquids, and gases, and their molecular behavior. The reading and worksheet are in Microsoft Word, so you can edit and manipulate them for your needs. I’m not a science teacher, so I’m not sure why I wrote this. Probably because I had a couple of, uh, free days during the 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.

Word Root Exercise: Anth/o

Here is a worksheet on the Greek root anth/o. It means, simply, flower. And while it is at the root of anthology for some reason, this worksheet uses words like anther, chrysanthemum, perianth, and polyanthus. In other words, all nice, solid, Greek, flower-related words.

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.