Category Archives: Independent Practice

This is material either specifically designed for or appropriate to use for what is more commonly known as “homework.”

The Weekly Text, 14 November 2025, National Native American Heritage Month Week II: A Reading and Comprehension Worksheet on The French and Indian War

This week’s Text, in observance of the second week of National Native American Heritage Month 2025, is this reading on the French and Indian War along with its attendant vocabulary-building and comprehension worksheet. You most likely already know this, but it’s worth mentioning that this conflict is also known as the Seven Years War.

And, as the Wikipedia article (which you’ll find in the hyperlink under the last three words in the preceding paragraph) points out, this was a Great Power conflict, global in scope. I expect that this conflict will remain a part of most secondary social studies curricula.

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.

Cultural Literacy: Custer’s Last Stand

Here is a Cultural Literacy worksheet on Custer’s Last Stand. This is a full-page worksheet with a reading of four–longish–sentences and four comprehension questions.

I don’t know if you’ve ever read the novel Little Big Man by Thomas Berger, or seen the fine film adaptation starring Dustin Hoffman, but both were obsessions in my high school crowd a couple of centuries ago. I mention them on the chance you might be interested in seeing a dramatic recreation of George Armstrong Custer’s last moments on this earth. The film shows you–vividly. Dare I admit I have always found that scene satisfying?

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.

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.

American Indian Religions, North

“American Indian Religions, North: Religious beliefs and practices of the indigenous peoples of North America. They are characterized by a conviction that spirit moves through all things, animate and inanimate, and the living are intimately connected with the souls of the dead. They discover recognizable things in the world of animals, plants, trees, as well as in natural features such as mountains, lakes, and clouds. Because North American religions were so highly localized, it is impossible to determine how many have existed, and their beliefs have varied widely. Whereas Iroquois elders speak of a perfectly wise and good Creator who planned the universe, the Koyukon envision the creator as a Raven, a trickster god who is only one of many powerful spirits. Whereas nearly all Navajo ceremonies are performed on behalf of individuals in response to specific needs, most Pueblo ceremonies are performed communally and scheduled according to the cycles of nature. However, all native North American religions share certain features: ancestral lands and locally sacred spots are important; access to some knowledge is restricted, and initiation is required to acquire it; kinship obligations are central; the oral tradition includes narratives that record human interaction with nonhuman powers; and generosity is a religious act. Contact with Europeans led to development of new religious movements, including the Ghost Dance tradition and the Native American Church.”

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

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.

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.