Here is a Cultural Literacy worksheet on the Iroquois League. This is a half-page worksheet with a reading of on sentence and one comprehension question. In other words, a short, basic introduction to this indigenous nation.
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.
OK, last but not least in documents posts for Hispanic Heritage Month 2024, here is a Cultural Literacy worksheet on the Yucatan. This is a half-page worksheet with a reading of two sentences and three comprehension questions. The document does note that the Yucatan is the site of “many Mayan ruins.”
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.
Here is a Cultural Literacy worksheet on Uruguay. This is a full-page worksheet with a three-sentence reading and four comprehension questions.
Incidentally, should you be interested in delving deeper into Uruguayan politics and society, I published this blog post on Tupac Amaru II, who was the namesake of a Uruguayan revolutionary group the Tupamaros, whose work resisting a repressive governments led the way to Uruguay becoming a “full democracy,” indeed, one of the strongest democracies in the Americas.
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.
Here is a Cultural Literacy worksheet on Valencia. This is a half-page worksheet with a reading of one extremely short (i.e. eight words) sentence and one comprehension question. I would use this with struggling or emergent readers, then help them find Valencia on a map: in other words, find a correspondence between word and image.
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.
Here is a Cultural Literacy worksheet on the Santa Fe Trail. William Becknell pioneered this road in 1821 as a commercial route between St. Louis, Missouri and Santa Fe, New Mexico (which wasn’t, of course, a state at that time–it became a state in 1912). Along with the freight that moved along this road, inevitably, settlers began to follow. This was the beginning of the United States’ endeavor to help itself to territory that was at the time part of Mexico–which of course culminated in the Mexican-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.
Here is a Cultural Literacy worksheet on Francisco Pizarro. This is a half-page worksheet with a reading of one sentence and two comprehension questions. In other words, just the basics on this conquistador who trashed the Inca Empire.
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.
This Cultural Literacy worksheet on Los Angeles reflects little on Hispanic Heritage Month, alas, on whose educational content this and all other blog posts here seek to address, other than its Spanish name. In any case, this is a full-page worksheet with a reading of five sentences and six comprehension questions. It covers a lot of bases in those five sentences, including the 1965 Watts Uprising, the beating of Rodney King by officers of the Los Angeles Police Department, the presence of Hollywood, a center of the American popular entertainment industry, as well as the the poor air quality found in that city.
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.
Here is a Cultural Literacy worksheet on demography. This is a half-page worksheet with a reading of two sentences, the second which is a doozy of a compound, and two comprehension questions. I can’t imagine this document will be in high demand. Still, demography is an important concept and area of study in the social sciences that, arguably, students should understand–even at the secondary level of their educations.
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.
My students tend to perceive me as old, probably because I am, or at least I’m getting there. That perception leads to some interesting questions in class, including, last May, shortly before the end of the school year, a question about the value of money. One young man asked (and I paraphrase, but closely), “How much was five dollars worth when you were a kid?” Because I don’t get a lot of questions from students–though I am constantly on the lookout for them because, after all, all learning begins with a question–this turn of events thrilled me.
Before long, to my delight, the whole class was asking what I could buy for five dollars when I was a child. I realized two things fairly quickly: this was a subject in which students took more than more a passing interest, and that I could capitalize on this interest and co-opt attention spans with it.
The result (with a title cribbed from one of my favorite Henry Miller essays) is this lesson on money and how it gets that way. I publish these documents with the caveat that I didn’t end up using them in the classroom last year. However, I do have the lesson and will very likely use it at some point this year. I think that students should understand the concept of currency, especially the fact that it is the price of goods and services that determines the value of money, and that the denominational value of money remains constant over time. In other words, five dollars will always be five dollars in name, but what that five dollars will buy over time is what changes. Again, however, I caution that I threw this lesson together mostly from things already in my documents warehouse, and that I have not delivered it to a class yet.
So let’s start with the do-now exercises, of which there are three: these Cultural Literacy worksheets, one on currency (half-page worksheet with a one-sentence reading and two comprehension questions), and another on exchange value (half-page worksheet with a reading of two sentences–the second of which is a longish compound–and two comprehension questions), and this context clues worksheet on the noun value.
There are three worksheets for this lesson. The first is this Cultural Literacy worksheet on supply and demand. Next is this teacher-authored worksheet on fungibility, an important concept in understanding the concept of currency, along with a teachers’ copy for ease of working through this relatively complicated material. Finally, here is a multiple-choice assessment my current circumstances (i.e. the administrator under whom I serve) demand.
Last but not least is this lexicon for defining the words introduced in this 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.
OK, here is a Cultural Literacy worksheet on the incident at Kent State University on 4 May 1970. This is a half-page worksheet with a reading of four sentences (the final sentence is a complicated compound that might benefit, particularly for struggling or emergent readers, from simplification) and three comprehension questions.
This document seems a bit crowded to me, and may well cause struggling students some problems. It might be better as a full-page worksheet; and depending how deeply your class is studying this event (if at all), a closer analysis may be de rigueur.
Then again, are we teaching the concepts of resistance and civil strife in our social studies classes? If not, this document is surely superfluous.
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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