Tag Archives: building vocabulary/conceptual knowledge

Cultural Literacy: Sukarno

In August of 2021, while I was looking for an apartment in New York after three disastrous years in New England, I read Vincent Bevins’ excellent book, The Jakarta Method (New York: Public Affairs, 2020). The book chronicles the United States’ policy, executed by way of the Central Intelligence Agency, of abetting anti-communist mass killings during the Cold War. Jakarta, of course, is the capital of Indonesia.

You’ve probably already guessed that Jakarta, and Indonesia, were in fact the site of mass killings; some 500,000 people lost their lives in anti-communist violence aroused by Suharto in 1965. Until Suharto deposed him, Sukarno lead Indonesia. He was an internationalist, and anti-imperialist, and as such one of the progenitors of the Non-Aligned Movement. This was a group of nations that rejected Cold War bipolarity and refused, as the name of their movement implies, to align themselves with the Cold War superpowers, i.e. the Soviet Union and the United States.

So, finally, here is a Cultural Literacy worksheet on Sukarno. This is a half-page worksheet with a reading of one sentence and one comprehension question. I think this is woefully inadequate, which is why you have been compelled (or impelled, depending on how interesting you find all of this) to slog through those first two paragraphs.

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: South Korea

This six-sentence reading in this Cultural Literacy worksheet on South Korea does a very nice job of summarizing the last seventy-five or so years of South Korean history. The six comprehension questions, which I wrote, are up for your judgment.

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, 22 May 2026, Asian Pacific American Heritage Month Week IV: A Reading and Comprehension Worksheet on Mahjong

OK, let’s face (or at least I should) a simple fact: this reading on mahjong and its accompanying vocabulary-building and comprehension worksheet are not exactly essential materials.

This board game did arrive in this country from China, so it does have relevance to Asian Pacific American Heritage Month 2026. And this relatively short reading is interesting: it notes the game’s popularity among Jewish women (my mother, and her mother, neither of whom was Jewish, played it with their Jewish friends when I was a very little kid) and speculates that this stems from the proximity in tenements of Jewish and Chinese people in American cities.

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.

Tamils

“Tamils: People originally of South India who speak the Tamil language. The Tamils have a long history of achievement; sea travel, city life, and commerce seem to have developed early among them. They traded with the ancient Greeks and Romans. They have the oldest cultivated Dravidian language and a rich literary tradition. They are mostly Hindus (the Tamil area of India is a center of traditional Hinduism). In Sri Lanka there are two separate Tamil populations, the Ceylon Tamils and the Indian Tamils. Tensions between the Ceylon Tamils and the Sinhalese Buddhist majority prompted a Tamil guerilla insurgency in the 1980s and 90s. The Tamils number about 57 million, with 3.2 million living in Sri Lanka.”

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

Cultural Literacy: Mount Everest

Here is a Cultural Literacy worksheet on Mount Everest. This is a half-page worksheet with a three-sentence reading and three comprehension questions. A nicely symmetrical inquiry into Mount Everest.

Which is, after all, the tallest peak in the world. The mountain fascinated my crowd in high school, and we all rushed to see The Man Who Skied Down Everest when it arrived in Madison in early 1976. After seeing it, alas, we ridiculed it as an ego-driven mess that would have been better titled The Man Who Fell Down Everest.

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: Moguls

The last time I taught a Global Studies course here in New York City, they were part of the curriculum, so here is a Cultural Literacy worksheet on the Moguls. This is a half-page worksheet with a reading of four sentences and three comprehension questions. And even in that brief reading? The editors of The New Dictionary of Cultural Literacy manage to explain the Mogul (Mughal) dynasty in India, but also to observe that the word mogul also connotes “…a great personage or magnate.”

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, 15 May 2026, Asian Pacific American Heritage Month Week III: A Reading and Comprehension Worksheet on Sikhism

For the third Friday of Asian Pacific American Heritage Month 2026, the Weekly Text is this reading on Sikhism along with its accompanying vocabulary-building and comprehension worksheet. Like just about everything I post during themed history months, this article derives from one of the books (the first one, actually) in the Intellectual Devotional series. Basically, these documents are a miniature research assignment.

And, like just about everything you’ll find on this website, these documents are formatted in Microsoft Word for ease of adaptation and other manipulation.

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: Upanishads

Last but not least this morning, here is a Cultural Literacy worksheet on the Upanishads. This is a half-page worksheet with a reading of one sentence and one comprehension question.

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: Uzbekistan

Here is a Cultural Literacy worksheet on Uzbekistan. This is full-page worksheet with a three-sentence reading and seven comprehension questions. You’ll notice that several of the questions (and you’ll find this in most of the Cultural Literacy worksheets that deal with nation-states) deal with the geographical location–bordering states around the compass rose, basically–of the country in question.

These questions, and the sentences that inform the answers, can be a bit much for emergent readers or students using English as a second language. Your can easily (this document, like nearly everything you’ll find on Mark’s Text Terminal, is formatted in word for ease of adaptation and manipulation) edit out those questions, as well as the sentences that drive them. Similarly, these can be simplified.

But bear in mind that I saw these as an opportunity for students with low literacy to stretch out a bit, and deal with some readings with a slightly greater pattern of complexity.

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, 8 May 2026, Asian Pacific American Heritage Month Week II: A Reading and Comprehension Worksheet on Sufism

OK, for the second week of Asian Pacific American Heritage Month 2026, Mark’s Text Terminal offers as its Weekly Text this reading on Sufism and its accompanying vocabulary-building and comprehension worksheet. Sufism, as you may know, is a mystical sect of Islam.

Are you aware that there are as many as 73 sects in Islam? And that there are a group of Muslims known as “non-denominational Muslims?” We Americans tend to think of Islam as homogenous–and, alas, in the view of far too many people in the United States, sinister.

It behooves us to know, understand, and respect our neighbors.

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.