Here is a reading on Atlanta and its accompanying vocabulary-building and comprehension worksheet. It’s a short history of the city if you have students interested.
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.
This reading on Rocky Marciano and its accompanying vocabulary-building and comprehension worksheet were of high interest to number of my students over the years.
Do you have students who are interested in the sweet science?
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.
Last but not least this morning, here is a reading on World War I along with its vocabulary-building and comprehension worksheet. This is a good general introduction to the Great War.
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 memorandum is written not to inform the reader but to protect the writer.”
Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged humor, literary oddities, united states history
“Who was Simon Legree and where did he come from? The archetypal villain first appears in Harriet Beecher Stowe’s Uncle Tom’s Cabin (1852) as the brutal degenerate who flogs Tom to death.”
Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.
Posted in English Language Arts, Quotes, Reference, Social Sciences
If you teach United States history, I imagine this reading on Ulysses S. Grant along with its accompanying vocabulary-building and comprehension worksheet. I guess there is not much to say about this other than to reiterate that the day General Grant took the surrender of the Confederate Army at Appomattox Court House was the last day the Confederate Flag should have flown anywhere in this nation.
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.
“When was Dalton Trumbo summoned before the House Committee on Un-American activities? In 1947. The screenwriter and author of Johnny Got His Gun (1939) was imprisoned and blacklisted for his refusal to answer questions about his Communist affiliations.”
Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.
Here is a reading on the Vietnam protest movement in the 1960s along with its vocabulary-building and comprehension worksheet. This material might provide valuable context for students seeking to understand the actions and (I hope) changes consequent to them in our nation right now.
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.
Last Friday, I posted this lesson plan on the earliest civilizations as the Weekly Text and immediately regretted it. Indeed, I chose not to crosspost on the usual platforms because of what I see as, well, not my best work. Over the decade I taught in one high school in New York City, I developed a number of sets of lessons for Global Studies classes, which are a two-year cycle of study that culminate in what was a high-states state test. Each year, as we received news that that the New York State Global Studies Regents Global History and Geography Examination would change (e.g. its named changed a few years ago with the addition of “and Geography,” and along with the test’s content), I worked to rewrite my units to prepare students for the anticipated changes. This is called, of course, “teaching to the test.” If you’ve done it, you know it can be a maddening exercise–especially if you want to keep up with the changes on these tests.
In any case, as I recall this lesson, and the next several I will post, I was trying to move students quickly through the basics of studying global history and geography, and introduce and reinforce basic concepts in historical study and analysis. Furthermore, I believe my class that year was mainly English language learners, so this lesson, and the four that follow it above, were written with them in mind. Incidentally, I wrote the text for this lesson in an attempt to cover a lot of ground in relatively plain, easily comprehensible prose. The worksheet ends with a request for a citation. You might want to put your own name at the bottom of the reading, along with a title, and a made-up press so that students can get some practice writing out citations in MLA style.
So, I open this lesson with this context clues worksheet on the adjective consecutive, which is of course a good word to know when one is studying the sweep of time, and it can be used nicely in front of the plural noun centuries. In the event the lesson goes into a second day (which is likely, since the worksheet is fairly long), here is a Cultural Literacy worksheet on the Nile River. Finally, here is the worksheet with a a reading and comprehension questions that is at the center of the lesson.
If you use this lesson, and thought it a productive experience for your students, please be aware that the next four documents posts above this one are lessons that follow this one in a unit.
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, here is a reading on the Appomattox Court House along with its accompanying vocabulary-building and comprehension worksheet. As you probably know, the Appomattox Court House is where Confederate General Robert E. Lee surrendered his army to Union General Ulysses S. Grant on April 9, 1865–in other words, the very last day the Confederate flag should have been seen in our public life in the United States. This reading is about the surrender itself and the two men whose names (as above) we associate with 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.
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