Monthly Archives: November 2022

Mesoamerican Civilization

“Mesoamerican civilization: Complex of aboriginal cultures that developed in parts of Mexico and Central America before the Spanish before the Spanish conquest in the 16th century. This civilization and the Andean civilization in South American constitute a New World counterpart to those of ancient Egypt, Mesopotamia, and China. Humans have been present in Mesoamerica from as early as 21,000 BC; a shift from hunting and gathering to agriculture, which began c.7000 BC as the climate warmed with the end of the Ice Age, was completed by c.1500 BC, The earliest great Mesoamerican civilization, the Olmec, dates from c.1150 BC. The Middle Formative period (900-300 BC) saw increased cultural regionalism and the rise of the Zapotec people. Civilizations of the Late Formative and Classical periods (lasting until c.AD 900) include the Maya and the civilization centered at Teotihuacan; later societies include the Toltecs and the Aztecs. See also Chichen Itza, Mixtec, Monte Alban, Nahua, Nahuatl language, Tenochtitlan, Tikal.”

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

Cultural Literacy: Black Hills

Here is a Cultural Literacy worksheet on the Black Hills. This is a half-page worksheet with a reading of four sentences, a four-sentence reading (three of which are technically fragments) and three comprehension questions. In other words, a rudimentary introduction to a place of complex history.

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.

Red Cloud

“Red Cloud originally Mahpiua Luta: (1822-1909) American Indian leader. Born in present-day Nebraska, Red Cloud, as principal chief of the Oglala Teton Lakota (Sioux), led the opposition of both Sioux and Cheyenne to the U.S. government’s development of the Bozeman Trail to goldfields in Montana Territory (1865-67), Relentlessly attacking workers along the route from Fort Laramie (in modern Wyoming) to Montana, he refused offers to negotiate until the U.S. agreed to halt the project, whereupon he laid down his arms and allowed himself to be settled on the Red Cloud Agency in Nebraska.”

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

Cultural Literacy: Dawes Act of 1887

Here is a Cultural Literacy worksheet on the Dawes Act of 1887, a piece of well-intentioned–at least from some points of view, though not mine–legislation designed, really, to destroy once and for all the communitarian. tribal, lifestyle of indigenous peoples in the rapidly expanding (at the time of the Act’s passage) United States.

This is full-page worksheet with a reading of four sentences and three comprehension questions. So, it’s just the basics. But, like almost everything else on Mark’s Text Terminal, this is a Microsoft Word document you can tailor to your needs. The Dawes Act opens a lot of discursive doors into discussion rooms on imperialism, militant individualism and anti-collectivism, the theoretical and practical limitations of libertarianism, and simple–and simple-minded racism.

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.

Arapaho

“Arapaho: Plains Indian people of Algonquian language stock who lived along the Platte and Arkansas rivers in the 19th century. Like other Plains groups, the Arapaho were nomadic, living in teepees and depending on the buffalo for subsistence. They were highly religious and practiced the sun dance. Their social organization included age-graded military societies as well as men’s shamanistic societies. They traded with the Mandan and Arikara and were often at war with the Shoshone, Ute, and Pawnee. A southern branch was long allied with the Cheyenne and fought with them against Colonel G.A. Custer at Little Bighorn in 1876. Today about 2,000 Arapaho live in Wyoming and another 3,000 Arapaho/Cheyenne in Oklahoma.”

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

The Weekly Text, 4 November 2022, National Native American Heritage Month Week I: A Reading and Comprehension Worksheet on American Imperialism

This week’s Text, in observance of National Native American Heritage Month, is a reading on American imperialism with its accompanying vocabulary-building and comprehension worksheet. This seems like a pretty good place to begin considering the genocide of the indigenous peoples of the Americas.

This is the first year Mark’s Text Terminal has observed, with posts, National Native American Heritage Month. I can plead extenuation only through ignorance; I really hadn’t been aware that the month existed. For me, that is especially shocking, because Native American History was a surpassing interest of mine in high school. Indeed, my entire crowd took an interest in those days, the mid-to-late 1970s. We kept up with Akwesasne Notes (available in those days at numerous outlets in my hometown of Madison, Wisconsin), owned copies of Seven Arrows by Hyemeyohsts Storm, and kept up with the American Indian Movement’s affairs. We cheered the Wounded Knee occupation retrospectively, since we weren’t a crowd back in those days. Similarly, we supported the Menominee Warrior Society in its seizure of the Alexian Brothers Novitiate in Gresham, Wisconsin, with attendance at their trials (I seem to remember one at held at Juneau, Wisconsin, for some reason).

Personally, I carried a Free Leonard Peltier petition around in my book bag for several months, gathering just over 3,000 signatures before sending it, to no avail, to President Jimmy Carter. I read Bury My Heart at Wounded Knee by Dee Brown twice by my fifteenth birthday–which then and now exercised an enormous effect on my consciousness. So, I have no excuse neither for my ignorance of this holiday, nor the paucity of materials I currently possess related to it.

Henceforth, I seek to remedy this oversight.

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.