Monthly Archives: September 2025

Alvaro Obregon

“Alvaro Obregon: (1880-1928) President of Mexico (1920-24). A skillful military leader who fought for the moderate presidents Francisco Madero and Venustiano Carranza during the Mexican Revolution, he was largely responsible for the liberal constitution of 1917. In response to Carranza’s increasingly reactionary policies, Obregon took a leading role in the revolt that deposed him, and was elected president in 1920. He managed to impose relative peace and prosperity but was shot and killed before assuming office.”

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

Cultural Literacy: Ecuador

While I rather doubt that most schools at any level in the United States concern themselves with the nation of Ecuador (where I traveled extensively 45 years ago). Nonetheless, here is a Cultural Literacy worksheet on Ecuador. This is a full-page worksheet with a reading of three sentences and seven comprehension questions. A good literacy exercise for emergent and struggling readers.

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.

Miguel de Unamuno (y Jugo)

“Miguel de Unamuno (y Jugo): (1864-1936) Spanish philosopher and writer. He was rector of the University of Salamanca 1901-14 and 1931-36; he was dismissed first for espousing the Allied cause in World War I and later for denouncing Francisco Franco’s Falangists. Though he also wrote poetry and plays, he was most influential as an essayist and a novelist. In The Tragic Sense of Life in Men and Peoples (1913), he stressed the role spiritual anxiety plays in driving one to live the fullest possible life. His most famous novel is Abel Sanchez (1917). The Christ of Velazquez (1920) is a superb example of modern Spanish verse.”

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

Cultural Literacy: Conquistadores

While I think their role in Hispanic history is one of pillage, murder, and disgrace, here, nonetheless, here is a Cultural Literacy worksheet on the conquistadores. They are–as below–in Diego Rivera’s mural on the history of Mexico. I hope that’s enough said in justification of this document’s presence here. Whatever the case, this is a half-page worksheet with a reading of of one sentence and one comprehension question.

In other words, perhaps all one needs to know about them.

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.

Diego Rivera

“Diego Rivera: (1886-1957) Mexican muralist. After study in Mexico City and Spain, he settled in Paris from 1909 to 1919. He briefly espoused Cubism but abandoned it c.1917 for a visual language of simplified forms and bold areas of color. Returning to Mexico in 1921, he sought to create a new national art on revolutionary themes in the wake of the Mexican Revolution. He painted many public murals, the most ambitious of which is in the National Palace (1929-57). His mural for New York’s Rockefeller Center aroused a storm of controversy and was ultimately destroyed because it contained the figure of Vladimir Lenin; he later reproduced it at the Palace of Fine Arts in Mexico City. With Jose Clemente Orozco and David Alfaro Siqueiros, he created a revival of fresco painting that became Mexico’s most significant contribution to 20th-century art. His large scale, didactic murals contain scenes of Mexican history, culture, and industry with Indians, peasants, conquistadores, and factory workers drawn as simplified figures in crowded, shallow places. Rivera was married to Frida Kahlo almost uninterruptedly from 1929 to 1954.”

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

The Weekly Text, 26 September 2025: A Lesson Plan on William Blake’s Poem “The Chimney Sweeper”

This week’s Text is a lesson plan on William Blake’s poem, from his book Songs of Innocence and Experience, “The Chimney Sweeper.” I started with Blake in high school, after learning of Allen Ginsberg’s (I was seriously into The Beats in those years) affinity for Blake and hearing The Fugs sing “How Sweet I Roam’d” and “Ah! Sunflower,” and have read him ever since.

Blake’s lyrics lend themselves to music, so Greg Brown’s record of Songs and Innocence and Experience came as little surprise to me when he released it in 1986. In researching this post, I was also not surprised to learn that Benjamin Britten composed a song cycle of Blake’s texts, Songs and Proverbs of William Blake.

In this suite of poems, to my mind, “The Chimney Sweeper” has always stood out. It still nearly brings me to tears every time I encounter it.

This Cultural Literacy worksheet on William Blake (half-page, four-sentence reading, three comprehension questions) opens this lesson. Of course you’ll need a copy the poem itself; and finally, here is the analysis and comprehension worksheet I prepared for the lesson.

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.

Ferdie Pacheco on the Ali/Spinks Fight

“They’re selling video cassettes of the Ali-Spinks fight for $89.95. Hell, for that money, Spinks will come to your house.”

Ferdie Pacheco

Excerpted from: Sherrin, Ned, ed. The Oxford Dictionary of Humorous Quotations. New York: Oxford University Press. 1996.

Cultural Literacy: Christopher Columbus

Following the post below on the nation of Colombia, here is a Cultural Literacy worksheet on Christopher Columbus, the country’s namesake. This is a full-page worksheet with a reading of four sentences and five comprehension question. You might want to take a look at the first and last sentences, which are long, heavily punctuated compounds. If you students are up to it, I would leave them be. But the lists, with all their clauses, might be a bit too much for emergent or struggling readers.

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.

Mateo Aleman

“Mateo Aleman: (1547-after 1613) Spanish novelist. The son of a prison doctor, Aleman studied in Seville, Salamanca, and Alcala, and spent some twenty years as a government accountant. He was twice imprisoned for debt. In 1608 he went to Mexico in the company of Archbishop Garcia Guerra, whose life he published in 1613.

Aleman is remembered chiefly as the author of Guzman de Alfarache, the second great picaresque novel, after Lazarillo de Tormes (1554). The first part appeared in 1599, and, after Juan Jose Marti, a Valencian lawyer, produced a spurious sequel (1602), Aleman himself wrote a continuation (1604), in which he good-naturedly lampooned Marti. Aleman also wrote a biography of Saint Anthony of Padua (1604) and Ortografia castellana (1609), a treatise on spelling.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Cultural Literacy: Colombia

Here is a Cultural Literacy worksheet on the nation of Colombia. This is a full-page worksheet with reading of five sentences and eight comprehension question.

This document is a literacy builder, for lack of a better description. The first and last sentences are longish and heavily punctuated, and perhaps might be better off revised for brevity and cogency. On the other hand, the first sentence, mostly a list separated by serial commas, is followed closely, even explicated, by the comprehension questions and follow it. In other words, depending on the readers you’re working with, this document might be the right one to help them stretch into some more complicated material both in form and content.

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.