Tag Archives: readings/research

The Seven Pillars of Wisdom

The Seven Pillars of Wisdom: An autobiographical account by the British soldier, archaeologist, Arabist, classical scholar and writer T(homas) E(dward) Lawrence (1888-1935) of his adventures in Arabia during the First World War. Lawrence too his title from the Bible:

‘Wisdom had builded her house, she hath hewn out her seven pillars.’

Proverbs 9:1

It is not clear why seven, although seven is commonly a mystical or sacred number and crops up frequently in the Bible. Lawrence famously mislaid the first draft of his manuscript in 1919 while changing trains at Reading.

The book formed the basis for the Oscar-winning epic film Lawrence of Arabia (1962) directed by David Lean (1908-1991) with a screenplay by Robert Bolt (1924-95), starring Peter O’Toole in the title role.”

Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.

Cultural Literacy: For Want of a Nail the Kingdom Was Lost

Here is a Cultural Literacy Worksheet on the proverb For Want of a Nail the Kingdom Was Lost. It’s a half-page document with a short reading and three questions.

Because this is a classic proverb that originates in a Middle High German form as early as the 13th century, and has been a constant across the centuries. In its entirety, which is only seven lines, it’s a nice little chain of cause and effect. I think there is a lesson in all this about the consequences of omission and neglect.

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.

Barry Goldwater

Last but not least on this clement Wednesday afternoon, here is a reading on Barry Goldwater along with its accompanying vocabulary-building and comprehension worksheet.

This is a good general introduction to the late senator and presidential candidate. Senator Goldwater, relatively speaking, was a nuanced thinker and, in the end, no subscriber to the kind of rigid ideology conservatives today profess.

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.

Bury My Heart at Wounded Knee

“Bury My Heart at Wounded Knee: A historical study (1971) by Dee Brown (1908-2002) of the conquest of the American West and the destruction of the Native American tribes. The title comes from the last verse of a poem ‘American Names’ (1927), by Stephen Vincent Benet (1898-1943):

‘I shall not rest quiet in Montparnasse.

I shall not lie easy in Winchelsea.

You may bury my body in Sussex grass.

You may bury my tongue at Champmedy.

I shall not be there. I shall rise and pass.

Bury my heart at Wounded Knee.’

Wounded Knee, in South Dakota, was the site of a massacre of Teton-Sioux by US forces on 29 December 1890, in which at least 150 Native Americans and 25 US soldiers were killed. It marked the final suppression of Native American resistance. In the Wounded Knee protest of 1973, two years after the publication of Brown’s book, some 200 armed members of the American Indian Movement occupied the symbolic site. The occupation ended after a 70-day siege, but helped to focus international attention on the US government’s treatment of Native Americans.”

Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.

Funk Art

“Funk Art: A term coined in the 1960s to describe a class of art that emerged in the San Francisco Bay area. It was often witty, sometimes deliberately distasteful, with a diversity of styles ranging from comic-strip derivations to William Wiley’s use of found objects. Funk artists looked to popular culture rather than traditional canons of fine art.”

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

Libertins

“Libertins: A sect of French freethinkers and skeptics of the 17th and 18th centuries, precursors of Voltaire and the encyclopedists. Advocates of total freedom of thought and conscience, the Libertins questioned the doctrines and morality of all received religion and were continually accused of atheism and immorality. The greatest religious thinkers of the day, including Bossuet and Pascal, denounced their views, and ultimately the Libertins’ own poor conduct discredited their name.”

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

Third World

Here is a reading on the Third World along with its vocabulary-building and comprehension worksheet.

For the record, I disdain this term, which smacks of colonialism and in fact, as far as I am concerned, is a legacy of colonialism. The colonial powers expropriated wealth and labor from their colonies, then saddled them with a moniker that makes it sound like poverty and underdevelopment is somehow their own fault. If this reading didn’t point out this term’s problems, however blandly (“In addition, some artists and intellectuals adopted the term Third World to describe the common history of imperialism and decolonization shared by many countries in the group” and “Though some now regard the term as insensitive, it remains in use to describe impoverished parts of the globe….”), I probably wouldn’t publish it at all. That said, the reading does open a door to a critical discussion of colonialism and its atrocious legacy.

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.

Cultural Literacy: Folk Music

Here is a Cultural Literacy worksheet on folk music. This is a half-page worksheet with a relatively short reading and three comprehension questions.

The reading implies, but does not spell out, the concept of folkways. I never understood, in my years teaching both English and social studies, why folkways as a concept was never taught explicitly, thereby offering students the opportunity to instantiate or reify it in their own lives; many of the students I served in New York City were of families recently immigrated to the United States. Understanding folkways, and using that understanding to distinguish between folkways and mores strikes me as a key element of any academic domain at the secondary level that calls itself “social studies.”

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.

The Weekly Text, 16 July 2021: A Lesson Plan on Nations with the Longest Coastlines from The Order of Things

This week’s Text is a lesson plan on nations with the longest coastlines. You’ll need this reading with comprehension questions to teach this lesson. This is material for emerging reader, students with reading-related learning disorders, and English language learners.

This is a short and simple reading comprehension lesson with the usual twist on these lessons adapted from Barbara Ann Kipfer’s superb reference book, The Order of Things: students will deal with both numbers and words (often a challenging endeavor for some readers) in the reading in a relatively low-stakes environment. For more about these lessons, see the “About Posts & Texts” page, linked to below the masthead on this blog’s homepage.

That’s it for this week, Stay cool and stay safe,

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.

Zenger Trial

Here is a reading on the Zenger Trial along with its accompanying vocabulary-building and comprehension worksheet. This is a relatively short reading as selections from the Intellectual Devotional series go, but the worksheet conforms to this blog’s standard: eight vocabulary words to define, eight comprehension questions, and three “additional facts” questions.

This piece of litigation from colonial-era America was barely on my radar screen until it popped up as a question on the United States history College Level Examination (CLEP) test. To summarize even beyond the limits of this short reading, John Peter Zenger published a newspaper in New York City, The New York Weekly Journal. Zenger used his paper to criticize the colonial governor of New York, William Cosby. Cosby accused Zenger of libel and sedition and in November of  However, a grand jury refused to indict Zenger (which, if memory serves, indicated Cosby’s popularity). In 1735, Zenger was acquitted of the charges against him. His case, in American history, is often cited as the birth of the principle of free press in the United States.

In other words, in many respects, the First Amendment to the United States Constitution has its roots in the Zenger Affair.

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.