Tag Archives: united states history

Curtain Wall

“Curtain Wall: This non-load-bearing wall was first made possible with the introduction of the structural steel skeleton in the Carson Pirie Scott store (Chicago, 1899-1904). Years later, Walter Gropius acknowledged that in ‘modern architecture the wall is no more than a wall or climate barrier, which may consist of glass if maximum daylight is desirable.’ As a result, in 1925-1926, he created the workshop wing for the Dessau Bauhaus which became the precursor to the characteristic glass box building of the International Style. See bearing wall.”

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

Iran Hostage Crisis

Here is a reading on the Iran hostage crisis in 1979 and 1980 along with its vocabulary-building and comprehension worksheet. I remember these years vividly–I saw the first headlines about the crisis as I was passing a newsstand in the Miami airport en route to Jamaica. It was a fraught time. I have a minor quibble with this reading in that it minimizes the brutality of Mohammad Reza Pahlavi, the Shah of Iran, who was a genuinely nasty piece of work. And even though it is perhaps beyond the ken of this reading, it would have required little more than a sentence to mention that the Shah came to power subsequent to the 1953 coup d’etat in Iran, which deposed the democratically elected prime minister, Mohammad Mosaddegh.

The 1953 coup was engineered by both the United States Central Intelligence and the British MI6. In other words, as Dee Dee Ramone once put it, “Commando, involved again.”

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.

The Weekly Text, 12 November 2021: A Review Lesson on the Use of Pronouns in Declarative Sentences

This week’s Text is the penultimate lesson in the 13-lesson unit on pronouns I engineered several years ago, and have been working on ever since. It is basically a pre-assessment review lesson to prepare student for the final lesson, a guided mastery exercise in which they review and recapitulate all the foregoing lessons.

I open this lesson with this Everyday Edit worksheet on “Women Get the Vote.” If the lesson enters a second day for whatever reason, here is another Everyday Edit, this one on Uncle Tom’s Cabin. Here is the scaffolded worksheet for this lesson that is its primary work. Finally, here is the teacher’s copy of same. I’ll put up the final lesson soon, and then there will be a 13-lesson unit on pronouns available in its entirety on Mark’s Text Terminal.

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.

The Algonquin Wits: Charles MacArthur Writes to Mayor James Michael Curley of Boston

“During a period when Benchley roomed with Charles MacArthur at the Shelton Hotel, MacArthur took a temporary job as a public relations counsel for a mausoleum in New Jersey. As his first promotional campaign, MacArthur convinced the firm that it should establish a ‘Poet’s Corner’ and change its name to Fairview Abbey. Next, he decided that the firm should at least try to obtain the bones of Henry Wadsworth Longfellow and inter them in its new Corner. To show his sincere intentions he sent a letter to James Michael Curley, mayor of Boston, saying that Boston had forfeited its right to Longfellow’s bones on the ground that a Longfellow poem—lines from which read, ‘Life is real! Life is earnest!/And the grave is not the goal’—obviously proved that that poet did not wish to be buried in an ordinary grave, but rather in a crypt, or, best of all, in a Poet’s Corner—like the one at Fairview Abbey.’

When Curley sent back a sincere reply to the effect that some mistake must have been at the bottom of this action, and that, at any rate, Longfellow was born in Cambridge, under the present jurisdiction of Mayor Flynn, MacArthur got Benchley to team up with him. The two sat down and made out a series of messages to Curley, including such threats as: ‘THE COUNTRY DEMANDS THE BODY OF HENRY WADSWORTH LONGFELLOW; IF YOU VALUE YOUR JOB YOU WILL FORWARD IT TO ME IMMEDIATELY,’ and ‘COME CLEAN WITH THAT BODY’, and ‘ROLL DEM BONES.’ Curley made serious attempts at getting warrants for their arrests in New Jersey.”

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

13 Bars on the Union Flag

“Delaware * Pennsylvania * New Jersey * Georgia * Connecticut * Massachusetts * Maryland *South Carolina * New Hampshire * Virginia * New York * North Carolina * Rhode Island

These thirteen states rebelled against the British Crown in the eighteenth century and are represented by the thirteen parallel bars of the Union Flag. Curiously, the Founding Fathers adapted their design from a flag used by the East India Company, which had created its own version of the mercantile Red Ensign with thirteen red and white bars instead of a plain red field. On an early version, thirteen stars complemented the bars, then more and more stars were added as the American state expanded into Indian lands to their west.

Another curiosity is that, just as thirteen states rebelled against their royal motherland, it would be thirteen states that would later rebel against the republican union:

South Carolina * Mississippi * Florida * Alabama * Georgia * Louisiana * Texas * Virginia * Arkansas * Tennessee * North Carolina * Missouri * Kentucky

It is not always remembered that all thirteen of the Confederate states seceded from the Union between December 1860 and December 1861, after the process of a democratic vote, either a popular referendum or a vote from their House of Representatives. They had imagined the Union was a free compact, which they were entitled to leave, just as they had joined it. After four years of war, the northern armies of the Union had either destroyed or occupied all the territories of those who had attempted to secede.”

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.

The Mississippi River

Here is a reading on the Mississippi River along with its accompanying vocabulary-building and comprehension worksheet. This is a relatively short reading, but packs a lot of facts into a short introduction to the Mighty Mississippi, as do most of the one-page reading from the Intellectual Devotional series. It’s one of the reasons I developed so many of these, and why you find so many of them on this blog.

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.

Lyndon B. Johnson

Here is a reading on Lyndon B. Johnson along with its attendant vocabulary-building and comprehension worksheet . I was a child when Johnson was president; I remember seeing on live television his announcement that he would not stand for reelection in 1968. The newscast impressed my parents, but at at the age of seven, it meant very little to me.

Over time, and all the published volumes of Robert Caro’s magisterial biography of Johnson, The Years of Lyndon Johnson, I have come to appreciate the fascination with Johnson. He was, it seems to me, the last great president the Democratic Party produced. He accomplished great things, more often than not through dubious and even devious means. In any case, these documents are a solid introduction to Johnson’s accomplishments–both the triumphs and the failures.

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: Continental Congress

Here is a Cultural Literacy worksheet on the Continental Congress. This is a half-page worksheet with a four-sentence reading and three comprehension questions. For its brevity, this document is a solid general introduction to the term and concept of the Continental Congress of North America. Users can, if so inclined, alter this Microsoft Word document to their classroom’s needs.

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.

Cultural Literacy: Constitutional Convention

Here is a Cultural Literacy worksheet on the Constitutional Convention in the nascent United States. This is a half-page worksheet with a reading of three compound sentences and three comprehension questions that are in two or three parts each. As I looked at this document prior to posting it, it occurred to me that if probably would be better as a full-page worksheet with the questions broken up. Since this is a Microsoft Word document, you can alter it for the needs of your classroom.

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.

Leonard Bernstein’s Young People’s Concerts

While I concede that this reading on Leonard Bernstein’s Young People’s Concerts and its attendant vocabulary-building and comprehension worksheet may not have compelling utility in our mostly arts-free schools, here they are nonetheless.

I’m old enough to remember the broadcasts of Maestro Bernstein–who was an eminent figure in the American Culture of my youth–and his Young People’s Concerts. The New York Philharmonic, then as now, stood as one of the world’s great orchestras. I can’t say these television shows inculcated a lifelong love of classical music in me, but they did introduce me to it and help me understand it. Fortunately, Wynton Marsalis, a figure as vital to American culture as Leonard Bernstein, continues the tradition of introducing young people to a genuinely American art form with his “Jazz for Young People” concerts. Mr. Marsalis leads the Lincoln Center Jazz Orchestra, perhaps the greatest large ensemble playing jazz these days.

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.