Tag Archives: united states history

Archie Bunker

He came up in conversation with a couple of friends after an evening at Jazzmobile in Harlem the other night, so here is a reading on Archie Bunker along with its accompanying vocabulary-building and comprehension worksheet. I remember All in the Family when it was in broadcast–I was 11 when it started its run; I was not, alas, old enough to understand, let alone appreciate, the bitter irony of the superb writing and acting. I hadn’t realized the show ran until 1979. I stopped watching television in 1975. preferring to run the streets of Madison, Wisconsin with my friends in search of the sort of kicks that Archie Bunker would have frowned upon.

Now is a good time to congratulate All in the Family’s legendary producer, Norman Lear, on his centenary birthday. He turned 100 on July 27 of this year.

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.

Paul Fussell on Chess and Social Class

“Chess is seldom found above the upper-middle class; it’s too hard.”

Paul Fussell

Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.

The Algonquin Wits: Alexander Woollcott’s Riposte in a Moment of Immodesty

“Ever conscious of his weight problem, Woollcott installed a steam cabinet at his ‘Wit’s End’ home on the East River. The cabinet had a large window in front, through which an outsider could see anyone sitting inside. One afternoon Peggy Pulitzer, while a guest at Woollcott’s, wandered by the cabinet and beheld Aleck’s stark-naked form. Later she advised him, ‘You should cover that window with an organdy curtain.’ Woollcott corrected the lady’s phrasing, however” ‘Curtain de organ.’”

Excerpted from: Drennan, Robert E., ed. The Algonquin Wits. New York: Kensington, 1985.

John Kenneth Galbraith on Meetings

“Meetings are indispensable when you don’t want to do anything.”

John Kenneth Galbraith

Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.

The Weekly Text, 5 August 2022: A Lesson Plan for the Final Assessment of the Conjunctions Unit

Ok, here is the final lesson plan of the conjunctions unit, which is a sentence-writing review as a unit-concluding assessment. I open this lesson with this worksheet on the homophones peak and peek; if the unit goes into a second day (it very likely will, and perhaps even a third), here is an Everyday Edit the desegregation of Central High School in Little Rock, Arkansas, which Melba Patillo Beals experienced first hand as one of the Little Rock Nine, and about which she has written eloquently.

This sentence-writing practice assessment worksheet is the final assessment for this unit.

And with this post, the entire cycle of units I wrote to teach the parts of speech is now available on Mark’s Text Terminal. I don’t know how many lessons in total it is, but if it is not 100, it’s close. I hope you find some or all of this material useful. After seven years of piecemeal posting of these materials, they’re all here.

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.

Douglas Sirk

“Douglas Sirk originally Hans Detlef Sierck: (1900-1987) German-U.S. film director. He was artistic director of several theaters in Bremen (1923-29) and Leipzig (1929-36) and made several films before fleeing Germany in 1937. He arrived in Hollywood in 1939 and received minor directing assignments until he joined Universal Pictures in 1950. There he directed comedy, western, and war movies but was best known for such popular melodramas as Magnificent Obsession (1954), There’s Always Tomorrow (1956), Written on the Wind (1956), and The Tarnished Angels (1957). After directing his greatest success, Imitation of Life (1959), he retired to Germany.”

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

The Weekly Text, 29 July 2022: A Lesson Plan on Correlative Conjunctions (Part 2)

This week’s Text is the second of two lessons on using correlative conjunctions. The first was published here last Friday. If you scroll down eight or so posts below this one, you’ll find it.

I open this lesson with this Everyday Edit worksheet on Charles R. Drew, the surgeon and researcher on blood transfusions. (And don’t forget that you can help yourself to a yearlong supply of Everyday Edit worksheets over at Education World.) If the lesson spills over into a second day, here is a second do-now worksheet on the homophones peace and piece.

This scaffolded worksheet is the center of this unit, and I expect that this teacher’s copy of the worksheet will make delivering the lesson a bit easier for you.

That’s it. I’ll post the final lesson in this unit–and the final lesson of all the Parts of Speech Units on this blog–next week.

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.

John Rawls

“John Rawls: (1921-2002) U.S. philosopher. Born in Baltimore, he taught at Cornell (1962-79) and later Harvard (from 1979). He has written primarily on ethics and political philosophy. In his Theory of Justice (1971), he offered an alternative to utilitarianism that led to very different conclusions about justice. He asserted that if people had to choose principles of justice from behind a ‘veil of ignorance’ that restricted what they could know about their own position in society, they would not seek to maximize overall utility but would instead both protect their liberty and safeguard themselves against the worst possible outcome, They would thus sanction only the kinds of inequalities (e.g. in wealth) that are to the benefit of the worst off (e.g. because the inequalities are necessary for incentives that benefit all).”

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

Pragmatism

Here is a reading on pragmatism and its attendant vocabulary-building and comprehension worksheet. I don’t imagine there will be a lot of demand for these documents; I wrote them for one student about 15 years ago. Preparing them for this post was the first time I’ve looked at them since then.

It’s probably worth mentioning that pragmatism is form of philosophy born in the United States. Its parents, Charles Sanders Peirce (1839-1914), William James (1842-1910), and John Dewey (1859-1952), are given first-class treatment in Louis Menand’s book on them and their philosophy, The Metaphysical Club (2001).

Aside: last summer, I spent some time interviewing for jobs in Albany, New York and environs, known as the Capital District or the Capital Region; I saw signs directing me to the village of Menands, seven miles north of Albany. As someone interested in place names and their origins, I assumed that the town was named for Louis Menand’s family. As it turns out, Louis Menand’s great-grandfather, also named Louis Menand, and himself an important 19th-century horticulturist, first arrived in the Village in 1842. So yes, once again, an old American family’s name becomes a place name, as so many have–think of the Astors: If you happen to live in New York City, their name is all over the place.

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: Balance of Payments

Here is a Cultural Literacy worksheet on the balance of payments as a concept in trade and economics. This is a half-page worksheet with a reading of two longish compound sentences and three comprehensions questions. A do-now exercise for some sort of social studies class, in other 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.