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.
Given that June 6 was the 75th anniversary of D-Day, this reading on Dwight D. Eisenhower and its accompanying vocabulary-building and comprehension worksheet are a day late and a dollar short.
Better late than never, I guess.
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.
Now seems like a perfect time to post this reading on the draft riots in New York City in 1863 and its accompanying vocabulary-building and comprehension worksheet. These events were, among other things, an outbreak of racist violence that included the arson against the Colored Orphan Asylum on Fifth Avenue in Midtown Manhattan–a stunningly shameful attack in an epoch of shameful acts.
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, moving right along this beautiful June morning in Vermont, here is a Cultural Literacy worksheet on Winston Churchill. Unlike most of the Cultural Literacy worksheets you’ll find on Mark’s Text Terminal, this one is a full page; it can be used for independent practice (homework, to the layperson), or even in the 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.
“What are the Ten Days that Shook the World? They are the days of the Russian Revolution of 1917, which brought an end to the imperial rule of the czars and replaced it with communism. The title refers to the 1919 eyewitness account of the revolution by American writer and sympathizer John Reed (1887-1920).”
Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.
OK, for my colleagues in New York City, the next time a student asks you why the Tweed Courthouse (still home to the New York City Department of Education, as far as I know) is so named, you might find useful this reading on Boss Tweed and its accompanying vocabulary-building and comprehension worksheet. William Marcy Tweed (“Boss”) incidentally, is buried under a relatively ostentatious stone in Green-wood Cemetery in Brooklyn. Tweed’s middle name suggests that he is a member of, or at least a scion of, the same Marcy family that gave us William L. Marcy. Chances are good that this is how Marcy Avenue in Brooklyn got its name.
Perhaps making the connections in this lineage of people and place names would be a worthy endeavor for an inquisitive student? I’m just asking.
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.
Finally–and again, after the abject horror of yesterday in the United States–I’ll post this reading on reading on The Generation of ’68 and its accompanying vocabulary-building and comprehension worksheet without further comment.
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 the Lend-Lease Act guides students through this relatively complicated synthesis of diplomacy and trade during World War II. Here is the vocabulary-building and comprehension worksheet that accompanies 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 Measurement Conver… on An Elegantly Simple Cooking Co… |
| A Measurement Conver… on The Weekly Text, October 25, 2… |
 | markstextterminal on Cree |
 | panzer046a139293db on Cree |
| markstextterminal on Cree |
Mark's Text Terminal 
You must be logged in to post a comment.