Here is a reading on the Mexican War with a comprehension worksheet to attend it. This post continues the observation of Hispanic Heritage Month at Mark’s Text Terminal. However, this is a key piece of United States history, so social studies teachers take note.
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.
Continuing with this blog’s observation of Hispanic Heritage Month, here is a Cultural Literacy worksheet on the Spanish-American War.
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.
“(1825) An ode by Jose Joaquin Olmedo (1780-1847), Ecuadorian poet and statesman. Dedicated to Simon Bolivar, the poem was inspired by the patriots’ victories at Junin and Ayacucho, which virtually terminated the South American struggle for independence. In form and structure, the work reveals Olmedo’s familiarity with the classics, and the opening lines closely imitate one of the odes of Horace. However, Olmedo’s exuberance, imagination, and extravagant metaphors, which Bolivar himself satirized, make the poem one of the forerunners of the romantic movement in Latin America.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
While I do understand that this Cultural Literacy worksheet on the Spanish Armada stretches, both in letter and spirit, the bounds of Hispanic Heritage Month, I confess its inclusion here reflects a well that I will very soon run dry. In any case, it is certainly a document that could find a place in a global studies class–here in New York it would be a freshman class.
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.
As I sit down to post this Text, I realize that I’ve run through, in the past week, just about all the short materials I have to offer for Hispanic Heritage Month 2018 (if you encounter problems with that link, please advise; it might be the longest URL I’ve ever copied and pasted into WordPress’s link generating module).
This week’s Text is a reading on the Spanish-American War and this comprehension worksheet to accompany it. Both, as with almost all of the documents you find here, are in Microsoft Word and can be adapted for a variety of reading levels and attention spans.
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.
I think if you combine this Cultural Literacy worksheet on developing nations or use it to preface an opening lesson on colonialism, students would make a connection and move toward an understanding of history as a process. I’ve had a few classes make the connection, but it requires some careful Socratic questioning.
In any case, I’ve tagged this as Hispanic History and posted in observation of Hispanic Heritage Month. It wouldn’t take much in the say of questioning to lead students to an understanding of how and why–i.e. imperialism and colonialism–developing nations remain under development.
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.
“Revolution that does not constantly become more profound is a regressive revolution.”
“Guerilla Warfare–A Method,” Cuba Socialista (1961)
Excerpted from: Shapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.
Here is an independent worksheet on the conquistadores that I’ve used in freshman global studies classes here in New York.
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.
“(1920-2009) Uruguayan writer. Benedetti exemplified an archetype in Latin American intellectual life: the public figure whose writing and political activism are inextricably linked. A staunch supporter of the Cuban Revolution and other left-wing causes, the dominant element in Benedetti’s work is often the individual in his or her social context. His works include the short-story collection Esta manana (1949) and Montevideanos (1959), the novels La trequa (1960; tr The Truce, 1989) and Gracias por el fuego (1965); several poetry collections including Inventorio: Poesia completa (1950-1980); the play Pedro y el capitan (1986); and numerous books of social and literary criticism, including El dexsilio y otras conjeturas (1985), a collection of his articles for the Madrid daily El Pais.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
Here is a Cultural Literacy worksheet on the Pyrenees. I do realize this is a bit of a stretch under the Hispanic History tag, but I’ll risk it.
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.
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