Monthly Archives: October 2023

Cultural Literacy: Quetzalcoatl

Alright, let’s wrap up this week’s documents posts with this Cultural Literacy worksheet on Quetzalcoatl. This is a half-page worksheet with a reading of one short compound sentence and two questions. In other words, once again, the sparest of introductions to this important Aztec deity.

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.

Aztecs

“Aztecs: Nahuatl-speaking people who in the 15th and early 16th centuries ruled a large empire in what is now central and southern Mexico. They may have originated on the northern Mexico plateau before migrating to their later location. Their migration may have been linked to the collapse of Toltec civilization. Their empire, which at its height comprised 5-6 million people spread over 80,000 square miles (200,000 square kilometers), was made possible by their successful agricultural methods, including intensive cultivation, irrigation, and reclamation of wetlands. The Aztec state was despotic, militaristic, and sharply stratified according to class and caste. Aztec religion was syncretic, drawing especially on the beliefs of the Maya. The Aztecs practiced human sacrifice; in a particularly gruesome episode, 20,000-80,000 prisoners were said to have been killed in four days. The empire came to an end when Hernan Cortes took the emperor Montezuma II prisoner and conquered the great city Tenochtitlan (present-day Mexico City). See also Nahua.”

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

Cultural Literacy: Montezuma

Here is a Cultural Literacy worksheet on Montezuma. This is a half-page worksheet with a reading of two simple sentences and two comprehension questions. This document, I think, epitomizes the concept of the do-now exercise: you know, something to settle students at the beginning of  class session after a change of instructional periods? This is a spare introduction to Montezuma, more properly spelled Moctezuma, but a good place to start, I think, a discussion of the conquistadors in what we now call Latin America.

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.

Quiche or K’che or Kche

“Quiche or K’che or Kche: Indian population of the Guatemalan highlands, largest of all ethnic groups speaking a Mayan language. The Quiche Mayas had an advanced civilization in pre-Columbian times. Records of their history and mythology are preserved in the Popol Vuh. Traditional Quiche are agricultural. Their homes are thatched huts, and they practice weaving and pottery. Nominally Roman Catholic, they conduct pagan rituals as well, Many were killed or displaced during the Guatemalan military’s counterinsurgency campaign of the early 1980s. At present they number between 700,000 and 800,000.”

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

The Weekly Text, 24 November 2023, National Native American Heritage Month Week III: A Reading and Comprehension Worksheet on Spain in the New World

For the third Friday of National Native American Heritage Month 2023, this week’s Text is a reading on Spain in the New World along with its accompanying vocabulary-building and comprehension worksheet. I think the effect on indigenous peoples of the arrival of Spanish explorers, then the conquistadors that succeeded them, is obvious and in no need of belaboring here. Put another way, remember that the Aztecs, Mayas, and Incas were indigenous populations–and that the conquistadors’ legacy of abuse of indigenous populations persists: I offer you, as one egregious example, the late and loathsome Efrain Rios Montt.

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.

Blessing Way

“Blessing Way: Central ritual in the complex system of ceremonies performed by the Navajo to restore equilibrium in the cosmos. Of the major categories of Navajo rituals, the largest group is the Chant Ways, which are concerned with curing. The Chant Ways include a subgroup of chants called the Holy Ways, which are further divided into the Blessing Way and the Wind Ways (used to cure illness). Lasting for two days, the Blessing Way is a simple chant performed for the well-being of the community rather than for a specified curative purpose.”

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

Cultural Literacy: Native Americans

This Cultural Literacy worksheet on Native Americans is a full-page worksheet with a reading of four sentences–all but one of which are longish compounds that may need to be broken up and recast for emergent readers and English language learners–and four comprehension questions. It’s a shorter version, I suppose, of last week’s Text.

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.

Sauk or Sac

“Sauk or Sac: Algonquian-speaking North American Indian people closely related to the Fox and Kickapoo who traditionally inhabited the region of what is now Green Bay, Wisconsin. In summer, the Sauk lived in bark-house villages near fields where women raised corn and other crops. In winter the village separated into patrilineal family groups that erected pole-and-thatch houses. In spring the tribe gathered on the Iowa prairie to hunt bison. By c.1800 the Sauk had settled along the Mississippi River in central Illinois, but were forced to cede these lands to the U.S. In 1832 a group of Sauk and Fox led by Black Hawk made a tragically unsuccessful attempt to return to their Illinois lands. Today about 1,000 Sauk live in Oklahoma.”

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

Cultural Literacy: Jim Thorpe

As there is a movie about him in the works (and if you look under that link, you will learn, happily I hope, that the production team is made up of Native American people), now seems like a good time to post this Cultural Literacy worksheet on Jim Thorpe. This is a half-page worksheet with a two-question reading and two comprehension questions. In other words, a spare introduction to this famous athlete. Still, it’s a good place to start–especially if our students end up seeing this movie when it arrives.

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.

Mohegan

“Mohegan: Algonquian-speaking North American Indian people who inhabited the area of southeastern Connecticut. They later seized land in Massachusetts and Rhode Island from other tribes. Their economy was based on corn cultivation, hunting, and fishing. In the 17th century, the Mohegan and the Pequot tribes were ruled jointly by a Pequot chief, but a rebellion led to Mohegan independence and the destruction of the Pequot. Having made an alliance with the English, the Mohegan were the only important tribe remaining in New England after King Philip’s War (1675-76). Today there is a remnant (approximately 1,000) near Norwich, Connecticut.”

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