Tag Archives: readings/research

Cultural Literacy: Microchip

Since there is currently a worldwide shortage of them, and this as particularly affected the automobile manufacturing industry, now is a good time to post this Cultural Literacy worksheet on the microchip. It’s a full-page worksheet with five questions; as it is formatted in Microsoft Word, the user is left with a lot of latitude where expanding, contracting, or otherwise adapting this document to suit his or her needs.

So have at it.

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, June 4, 2021: A Lesson Plan on the Crime and Puzzlement Case “The Cheater”

This week’s Text is a lesson plan on the Crime and Puzzlement case “The Cheater.” I open this lesson with this Cultural Literacy worksheet on the Latinism mea culpa, which means, of course, “through my fault.” You see the root of the noun culpability there, I’m confident, which means “responsibility for for wrongdoing or failure” and “the quality or state of being culpable.” Translated into adolescent-speak, it means “my bad.” You and I might say it translates to “my fault.” Enough said.

To conduct your investigation into the case of “The Cheater,” you’ll need this scan of the illustration that presents the evidence in the case, which is attended by short narrative and questions to guide your inquiry. Finally, here is the typescript of the answers to help you conclude your investigation.

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.

Write It Right: Bug for Beetle

“Bug for Beetle, or for anything. Do not use it.”

Excerpted from: Bierce, AmbroseWrite it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.

Word Root Exercise: Aero

Here is a worksheet on the Greek word root aero. It means, as you probably know, air, and is an extremely productive root in English, yielding such staples of the lexicon as the verb aerate, the adjective aerial, and the noun aerodynamics. In other words, like many Greek roots, it forms the basis of many words across the parts of speech that we use in the hard sciences.

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.

Fraktur

“Fraktur: Gothic or black-face type. Also, Pennsylvania German calligraphy, especially illuminated birth, baptismal, and marriage certificates executed in script derived from German fraktur script.”

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

Dashiell Hammett

On Memorial Day 2021, here is a reading on Dashiell Hammett along with its accompanying vocabulary-building and comprehension worksheet.

Why Samuel Dashiell Hammett, the author of numerous short stories and several novels, including The Maltese Falcon and The Thin Man (from which a successful six-part film franchise, then a television series, was produced) on Memorial Day? I don’t think most people realize that Hammett served in the United States military twice, enlisting in 1918, then again in 1943. At the height of his literary fame, at the age of 48, he joined the army as a private and was stationed in Alaska’s Aleutian Islands, where he edited The Adakian, the camp newspaper.

Hammett identified as a leftist, which made his voluntary service in the U.S. military even more baffling to his left-leaning social circle, including his lover, playwright Lillian Hellman. In fact, after the war, Hammett began teaching writing courses at the Jefferson School of Social Science, operated by the Communist Party of the United States (CPUSA) in New York City. Later, famously, Hammett was summoned to testify on his activities with the Civil Rights Congress, of which he was elected president in June of 1946. He inculpated himself in the group’s activities, but refused to name the other people involved in the organization. For his refusal to name names, this veteran of service in two wars with the United States Armed Services served a six-month jail sentence for contempt of court.

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.

Hinduism

“Hinduism: Oldest of the world’s major religions. It evolved from the Vedic religion of ancient India. Though the various Hindu sects rely on their own set of scriptures, they all revere the ancient Vedas, which were brought to India by Aryan invaders after 1200 B.C. The philosophical Vedic texts called the Upanishads explored the search for knowledge that would allow mankind to escape the cycle of reincarnation. Fundamental to Hinduism is the belief in a cosmic principle of ultimate reality called Brahman, and its identity with the individual soul, or Atman. All creatures go through a cycle of rebirth, or samsara, which can only be broken by spiritual self-realization, after which liberation, or moksha, is attained. The principle of karma determines a being’s status within the cycle of rebirth, The greatest Hindu deities are Brahma, Vishnu, and Shiva. The numerous other Hindu gods are mostly viewed as incarnations or epiphanies of the main deities, though some are survivors of the pre-Aryan era. The major source ofs of classical mythology are the Mahabharata (which included the Bhagavad Gita, the most important religious text of Hinduism), the Ramayana and the Puranas. The hierarchical social structure of the caste system is important to Hinduism; it is supported by the principle of dharma. The major branches of Hinduism are Vaishnavism and Shaivism, each of which includes many different sects. In the 20th century, Hinduism has blended with Indian nationalism to become a potent political force.”

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

The Weekly Text, 28 May 2021, Asian Pacific American Heritage Month Week IV: A Reading and Comprehension Worksheet on Chandragupta Maurya

This week’s Text, the final for this year in observance of Asian Pacific American Heritage Month 2021 is a reading on Chandragupta Maurya and its accompanying vocabulary-building and comprehension worksheet.

Chandragupta Maurya founded the Maurya Empire, which enjoyed a long run–from 322 to 180 BCE. We know about Chandragupta Maurya and his eponymous empire from a variety of sources. India was known to the ancients in the West, including Pliny the Elder and Plutarch (and don’t forget that Alexander the Great fought briefly in northwest India); the Roman historian Justin also left biographical details about Chandragupta. He is also mentioned in the Arthashastra, a Sanskrit book on statecraft. Since the Mauryas oversaw the rise of Buddhism in India under King Ashoka, Chandragupta’s grandson and the third of the Mauryan emperors,. Buddhist texts also supply facts about Chandragupta and the Mauryas. Finally, a wealth of archaeological evidence underwrites both Chandragupta’s reign as well as the broader history of the Maurya Empire.

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.

Chinese Poetic Forms

“Chinese Poetic Forms: The two most important forms of Chinese are the shih (poem) and the tz’u (lyric). The shih form was first used in the Book of Songs. These songs are of varied length; the lines are usually four characters long, and are marked by the use of end rhyme, most often at the end of the even-number lines.

Around the first century AD, the four-character line was replaced by the five- and seven-character line. The T’ang dynasty (618-907) saw the development of regulated verse or lu-shih, which were shih poems that used lines of five or seven characters, were eight lines in length, made use of a single rhyme throughout, and required strict verbal and tonal parallelism. The great T’ang poet Tu Fu was a master of this particular style.

The t’zu or lyric form also began to gain popularity in the T’ang dynasty, although its heyday was during the Five Dynasties (907-960) and Sung (960-1289). Originally written to musical tunes from Central Asia, the tz’u is essentially a song form with prescribed rhyme and and tonal sequences (“tunes”) and lines of differing length. Although, by the Sung Dynasty most tz’u were not written to be sung, poets retained the tune title to indicate the metrical pattern they were using. One of the most famous tz’u writers was the woman poet Li Ch’ing-chao.

Other poetic forms include the ballad (yueh-fu) and the prose form (fu). The ballads tend to use the five- or seven-character line, but are much more flexible about total length of the poem and prosody and meter. Traditionally, this form has been used to describe the hardships and sufferings of ordinary people, or to express direct or indirect criticism of the government. A common subject of the yueh fu is the abandoned woman who languishes away while her husband is away fighting on the frontier. These can be read as love poems, as criticism of a government policy that sends men away from the fields to fight a distant enemy, or the complaint of a neglected official who feels “abandoned” by his ruler.

Fu is translated variously as ‘prose-poetry,’ ‘rhyme-prose,’ ‘verse-essay,’ or ‘rhapsody’; however, because of its strong rhythmic and metrical qualities, it is generally considered to be closer to poetry than prose. The golden age of the fu was the Han dynasty (206 BC-AD 220). Writers of fu, such as Ssu-Mar Hsiang-ju (179-117 BC), were usually officials patronized and favored by the court. They were in many cases lexicographers, a fact reflected in their long (the longest is 10,000 lines), elaborate, almost encyclopedic rhymed descriptions of the splendor of the cities, gardens, and palaces of the Han dynasty. Fu continued to be written even after the Han, many of them taking on a more philosophical tone.”

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

Cultural Literacy: Asia

Here is a Cultural Literacy worksheet on Asia. This is a half-page document with three questions–in other words a general introduction to the topic as a continent.

Like so many places in the world, the Romans named this continent, lifting the word Asia (as with so many other things) from the ancient Greeks. In fact, Herodotus was evidently the first person to use the word, though in reference to Asia Minor–or Anatolia, if you prefer–rather than the entire landmass we moderns envision when we think of Asia.

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.