Category Archives: English Language Arts

This category contains domain-specific material–reading and writing expository prose, interpreting literature etc.–designed to meet the Common Core standards in English language arts while at the same time being flexible enough to meet the needs of diverse and idiosyncratic learners.

American Indian Religions, South

“American Indian Religions, South: Religious beliefs and practices of the indigenous peoples of South America. The ancient Andean civilizations  of the Chimu and Inca had highly developed religions. The Inca religion combined complex ceremonies, animistic beliefs, belief in objects having magical powers, nature worship, and sun worship. The Incas build monumental temples, occupied by priests and Chosen Women. Priests conducted divination, and sacrifices were offered on every important occasion. Human sacrifice was offered when the need was extreme. In present-day South America, as many as 1,500 distinct native cultures have been described, and religious beliefs vary greatly. Creation mythologies are of first importance, often describing the origin of the first world and its fate as well as the creation and destruction of subsequent worlds. Ceremonial initiation into adulthood is widely practiced, both for males and females, with the initiation ceremony of acting out events from the dawn of creation. Initiations are also used to mark the ascent of individuals into positions of religious authority, with priests, diviners, and spirit mediums playing special roles. The shaman specializes in inducing states of ecstasy, controlling the passage of the soul out of and back into the body. Ritual fires, musical instruments (especially the rattle), esoteric languages, and sacred songs may demonstrate the shaman’s command of invisible powers. Christianity has come to be a strong component of folk belief among many native peoples, but it continues to be interpreted in the light of local tradition, and elements of traditional religion continue to survive.”

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

Cultural Literacy: Hiawatha

Here is a Cultural Literacy worksheet on Hiawatha. Most people, if they’re aware of Hiawatha at all, probably received that awareness by way of Henry Wadsworth Longfellow’s poem, “The Song of Hiawatha.” I vaguely recall reading “The Song of Hiawatha” in grade school, but Longfellow is more memorable to me as one of the suits in the old card game of “Authors.”

Incidentally, the Wikipedia page for “The Song of Hiawatha” suggests that Longfellow based some of the material in the poem on conversations with an Ojibwe man named George Copway, whose story interested me enough to mention him here.

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.

The Weekly Text, 7 November 2025, National Native American Heritage Month Week I: A Reading and Comprehension Worksheet on the Annexation of Hawaii

November is National Native American Heritage Month, and to the greatest extent possible, Mark’s Text Terminal strives to produce and publish material to observe the month.

Let’s start with this reading on the annexation of Hawaii along with its accompanying vocabulary-building and comprehension worksheet. Here in the United States, I have perceived, we don’t think of the Native Hawaiians in the same way we think of the indigenous peoples of the North American continent. Ethnically Polynesians, the indigenous peoples of Hawaii settled the islands 800 or so years ago. Then they experienced the same colonization and dispossession as the tribes in the United States.

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.

Common English Verbs Followed by an Object and an Infinitive: Persuade

Here is a worksheet on the verb persuade when used with an object and an infinitive.

The students persuaded their teacher to scrap his substandard worksheets.

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.

Demagoguery, Demagogy, Demagogism

“Demagoguery, Demagogy, Demagogism (noun): The practices or language of a leader who, avid for power, appeals to popular emotions and prejudices and makes false claims and promises; impassioned duplicitous cant; opportunistic rhetoric. Adjective: demagogic, demagogical; adverb: demagogically; noun: demagogue, demagog.

‘Since obsessions dragoon our energy by endless repetitive contemplations of guild we can neither measure nor  forget, political power of the most frightening sort was obviously waiting for the first demagogue who would smash the obsession and free the white man of his guilt. Norman Mailer, Miami and the Siege of Chicago.'”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Cultural Literacy: Ships that Pass in the Night

Here is a Cultural Literacy worksheet on the idiom “ships that pass in the night.” This is a half-page worksheet with a reading of three sentences and three questions. A spare, but adequate, introduction to an idiom that may well be fading from public use.

Did you know this line comes from a poem by Henry Wadsworth Longfellow? I didn’t until I prepared this document for publication here.

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.

Praxis

“Praxis: The Greek word meaning ‘doing’ is widely used for all purposeful human activity. In his later, Marxist-influenced work, Sartre, for instance, defines praxis as political action in the world, or as the practical transformation of the world in accordance with a desired end or formality (1960). Praxis is a specifically human activity; the dam-building of a beaver is not praxis because it is an instinctual and unchanging response to a natural environment, and because it implies neither the mastery of existing technology nor the development of new technical means. Beavers will always build dams in the same manner; human engineers will develop new ways of doing so. Although praxis is determined by a finality of goal, its outcome is not always predictable, and it may be reversed into a counter-finality that frustrates the original intention. The outcome or material development of praxis is referred to as the ‘practico-inert’; the relationship between the two is not dissimilar to that between the in-itself and the for-itself.

In his Prison Notebooks, Gramsci (1971) uses the term “philosophy of praxis” as a synonym for Marxism.

Excerpted from: Macey, David. The Penguin Dictionary of Critical Theory. New York: Penguin, 2001.

The Weekly Text, 31 October 2025: A Reading and Comprehension Worksheet on the Nuclear Bomb

Happy Halloween! For this week’s Text, about the scariest thing I could find is this reading on the nuclear bomb along with its accompanying vocabulary-building and comprehension worksheet. And if you really want to scare kids who are old enough to understand, you can enumerate the number of unstable and belligerent countries that possess this fearsome weapon.

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.

Common English Verbs Followed by an Object and an Infinitive: Permit

Here is a worksheet on the verb permit when followed by an object and an infinitive.

The student radio host couldn’t permit the politician to curse on the air.

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.

Word Origins: Accolade

“accolade: [E17th] The Provencal word acolada is the source of accolade. This literally meant an embrace or a clasping around the neck, and described the gesture of a friendly hug that was sometimes made when knighting someone, as an early alternative to a stroke on the shoulder with the flat of a sword. The ultimate root of the Provencal word is Latin collum ‘neck,’ from which we also get collar [ME].”

Excerpted from: Creswell, Julia. Oxford Dictionary of Word Origins. New York: Oxford University Press, 2010.