Health teacher, here is a reading on birthmarks and its attendant vocabulary-building and comprehension worksheet. These documents have been of surprisingly high interest to most of the kids I’ve had the privilege to teach over all these years.
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.
“Youth Culture: Strictly speaking a subculture, the subject of an influential debate between (mainly) functionalist writers and their critics. Youth cultures are explained either by factors in the experience of adolescence, or by the manipulation of young people’s spending and leisure, through advertising and other mass media. The functional separation of home, school, and work supposedly makes teenagers increasingly distinct from adults, more self-aware, and subject to peer group rather than parental and other adult influences. But the relative affluence of teenagers in the decades after the Second World War, especially if they were in work, also encouraged the growth of a large and profitable market for goods and services specifically directed at young consumers. This has promoted the growth of a distinctive youth fashions and styles in clothes, music, and leisure, many of the originating in the United States.
For some writers, the cultural clash across generations has displaced social class as the primary form of conflict in modern industrialism. Yet class itself figures importantly in shaping the content of different youth cultures. Research in the United States distinguished the so-called college cultures of (mainly) middle-class youth from the rough or corner cultures of their working-class counterparts. The former were thought to manage the gap between conformist attitudes to achievement and otherness of adolescent school life—of which the school itself is the center. Corner cultures, in contrast, were viewed as a response to working-class academic failure; centered around the neighborhood gang rather than the school; and as reflecting the search for alternative, even deviant status, identity, or rewards. In Britain, however, youth culture was almost exclusively identified with male working-class youth and the moral panic about its style and aggressiveness. Neo-Marxist studies saw this as symbolic protest against, for example, the dissolution of the traditional working-class neighborhood community, and mass control over what were once predominantly working-class forms of leisure (such as soccer). Much of this literature is reviewed in Mike Brake, The Sociology of Youth Cultures and Subcultures (1980).
Developments in both sociology and society itself, notably during the 1980s, greatly modified the terms of the debate. Feminist writers pointed to the invisibility of girls in the mainstream literature on youth and have researched gender variations in youth culture. The experiences of youth among ethnic minorities have received more attention. But, above all, the period since the mid-1970s has seen the demise of the notion of the independent teenage consumer and rebel. The focus of research has switched instead to the youth labor-market, and the dependence of young people on the household, as a result of growing unemployment and the vulnerability of youth to flexible employment. See also Coleman, James S.”
Excerpted from: Matthews, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.
“haptic sense: A person’s sense of touch. Haptic recognition tests involve blindfolded subjects feeling geometric shapes, then choosing the picture corresponding to the shape from a limited set. Many people with language-based disabilities have a difficult time with these tasks.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
Health teachers (or any teacher, because I suspect there are more kids than we know who arrive in our schools with this challenge), here is a reading on post-traumatic stress disorder and a vocabulary-building and comprehension worksheet to accompany the reading.
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.
“accommodations: Changes in the design or administration of tests in response to the special needs of students with disabilities or students who are learning English. The term generally refers to changes that do not substantially alter what the test measures. The goal is to give all students equal opportunity to demonstrate their knowledge. Typical accommodations include allowing a student to take more time on a test, to take a test with no time limits, to receive large-print test booklets, to have part or at least all of a test read aloud, to use a computer to answer test questions, to have access to a scribe to write down a student’s answers, to use Braille forms of the assessment, or to have access during the test to an English language dictionary.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
Okay, health teachers, perhaps you need a pair of readings on women’s reproductive health.
First, here is a reading on menarche and the vocabulary-building and comprehension worksheet that attends it.
Second, here is a quite short reading on the menstrual cycle and its attendant vocabulary-building and comprehension worksheet.
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.
OK, health teachers, maybe you can use this reading on depression and the vocabulary-building and comprehension worksheet that attends it.
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.
“A society of free individuals in which all, through their own work, contribute to the liberation and enrichment of the lives of others, is the only environment in which any individual can really grow normally to his full stature.”
John Dewey (1859-1952)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
For social-emotional learning, here is a reading on mania and the vocabulary-building and comprehension worksheet that attends it.
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.
“metamemory: Knowledge or beliefs about one’s own memory, its strengths and weaknesses, whether one has remembered particular items, and so on. The word is also used to denote regulation or control of memory, as described under metacognition.
[From Greek meta beside or beyond + English memory]”
Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.
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