“Woollcott enjoyed a close relationship with Eleanor and Franklin D. Roosevelt, and occasionally visited them at the White House. In a letter to Mrs. Roosevelt, the purpose of which was to solicit the First Lady’s hospitality for an approaching vacation, he wrote: ‘I would like to come for a week or so. If you haven’t room for me, there are plenty of other places for me to go. I prefer yours.’”
Excerpted from: Drennan, Robert E., ed. The Algonquin Wits. New York: Kensington, 1985.
Here is a reading on World War II on the Homefront and its accompanying vocabulary-building and comprehension worksheet if you teach this period of global history.
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.
Because it was an important topic, as I recall, in the United States History course I taught for a couple of years, I suspect this this Cultural Literacy worksheet on the Alien and Sedition Acts will be useful to teachers of that subject. Indeed, when I briefly–but happily–co-taught United States History in Lower Manhattan, my esteemed colleague taught this with a thoroughness that persuades me this worksheet probably can only serve either as an introduction to the subject, or as an independent practice worksheet.
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.
Alright, let’s finish out the day with this high-interest reading on Al Capone and its attendant vocabulary-building and comprehension worksheet. When I hand out my list of high-interest readings to students, this is one of the first things many of the boys choose.
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 Heart Is a Lonely Hunter: A novel (1940) by Carson McCullers (1917-1967) of the ‘Southern grotesque’ school. It features a deaf-mute, to whom the other main characters wrongly attribute the faculty of inner serenity that they lack. The title is from the poem ‘The Lonely Hunter’ (1896) by Fiona Macleod (pen-name of William Sharp; 1855-1905):
My heart is a lonely hunter that hunts on a lonely hill.
A rather pale film version (1968) was directed by Robert Ellis Miller.
Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.
“The eye of the trilobite tells us that the sun shone on the beach where he lived; for there is nothing in nature without a purpose, and when so complicated an organ was made to receive the light, there must have been light to enter it.”
Geological Sketches (1866)
Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.
“Who is known as the “poet of the American Revolution”? Philip Freneau (1752-1832), whose poems include “American Liberty” (1775) and “The Indian Burying Ground” (1788). He was a favorite of Thomas Jefferson’s.”
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
Tagged poetry, readings/research, united states history
Over the time I’ve offered them, I’ve found this reading on John Gotti and its accompanying vocabulary-building and comprehension worksheet to be relatively high-interest material among the students I serve.
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.
“Addams, Jane: (1860-1935) Addams was an American sociologist of central importance to the work of the Chicago School in the late nineteenth and early twentieth centuries. A powerful influence on many other women in sociology, such as Charlotte Perkins Gilman and Emily Greene Balch, in 1889 she set up a social settlement in Chicago, Hull House, which was partly inspired by London’s Toynbee Hall, but more woman-influenced, more egalitarian, and less religious. She argued that one of the main problems for women was trying to manage the conflicting demands of family and society, and believed social settlements were one way to resolve the problem. Hull House was an important sociological center for the University of Chicago, and also attracted other leading social theorists, Marxists, anarchists, and socialists of the time. A spokeswoman for women and working-class immigrants in particular, Addams was a cultural feminist who believed female values were inherently superior to those of men, and argued that a more productive and more peaceful society could be built by drawing on, and integrating, such values. Her commitment to pacifism made her a social pariah during the First World War, although in 1931 she was awarded the Nobel Peace Prize.”
Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.
Before I walk out the door on this gray Monday afternoon, here is a reading on Mark Spitz and its accompanying vocabulary-building and comprehension worksheet. Only one student–for whom I produced it–asked for it in 18 years of teaching. Still, Mr. Spitz remains a swimming and Olympic legend, and I suspect somewhere there is still demand for these materials. For my needs, at the moment, supply exceeds demand.
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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