Tag Archives: hispanic history

The Weekly Text, 21 November 2025, National Native American Heritage Month Week III: A Reading and Comprehension Worksheet on St. Augustine, Florida

Until I read this reading on St. Augustine, Florida, I was unaware, as the text’s first sentence points out, that St. Augustine “…is the oldest continuously occupied settlement established by Europeans in the United States.” You probably already know, given the theme of this month’s posts, that indigenous peoples in Florida didn’t fare well after the arrival of the Spanish in that state. In fact, they suffered the same devastation as the Taino in the Caribbean.

If you’re interested in this, Raoul Peck, in his series Exterminate All the Brutes, documents all of this compellingly–to say the very least.

In any event, here is the vocabulary-building and comprehension worksheet that attends the reading above. This reading ties in with the the material below: the British briefly gained control of Florida in 1763 after the French and Indian War.  Then, during the American Revolution, Spain sided with the Americans and consequently regained possession of Florida. The state became territory of the United States in 1821 under the terms of the Adams-Onis Treaty.

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.

Jorge Amado

“Jorge Amado: (1912-2001) Brazilian novelist. Born and reared on a cacao plantation, he published his first novel at 20. His early works, including The Violent Land (1942), explore the exploitation of suffering of plantation workers. Despite imprisonment and exile for leftist activities, he continued to produce novels, many of which have been banned in Brazil and Portugal. Later works such as Gabriela, Clove and Cinnamon (1958), Dona Flor and her Two Husbands (1966), and The War of the Saints (1993) preserve Amado’s political attitude in their more subtle satire.”

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

Cultural Literacy: Fidel Castro

Here is a Cultural Literacy worksheet on Fidel Castro. This is a half-page worksheet with a four-sentence reading and four comprehension questions. Just the basics on the late Cuban leader.

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.

Gustavo Alvarez Gardeazabal

“Gustavo Alvarez Gardeazabal: (1945-) Colombian writer and political figure. Growing up during La Violencia, the civil strife that took over 300,000 lives between 1946 and 1959, he developed a black sense of humor. His early novel, Condores no entierran todos los dias (1971) is the riveting story of a conservative who becomes a death squad leader. El bazar de los idiotas (1974; tr. Bazaar of the Idiots, 1991), a vicious satire on intolerance and religious gullibility, is one of Colombia’s most read novels. Pepe Botellas (1984) is a hilarious political fable about a Cuban exile who tries to become President of Colombia. Alvarez Gardeazabal’s recent fiction has dealt with the corrosive effects of the drug trade on Colombian society.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Cultural Literacy: El Salvador

Here is a Cultural Literacy worksheet on El Salvador, another Latin American nation that has been in the news quite often lately. This is a full-page worksheet with a reading of four sentences and eight comprehension questions.

A couple of things: the third of the four sentences in the reading is very long; for emergent and struggling readers, it would probably be best edited into smaller clauses. Like most of the Cultural Literacy worksheets I’ve posted during this Hispanic Heritage Month 2025, this one is a literacy exercise designed to help struggling readers understand relatively complex–but short–passages of text. These particularly call upon students to keep straight the cardinal directions of nations bordering on the subject of the document–in this case, El Salvador.

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.

Octavio Paz

“Octavio Paz: (1914-1998) Mexican poet, writer, and diplomat. Educated at the University of Mexico, Paz published his first book of poetry, Luna Silvestre (“Savage Moon”) in 1933. He later founded and edited several important literary reviews. Influenced in turn by Marxism, surrealism, existentialism, Buddhism, and Hinduism, his poetry uses rich imagery in dealing with metaphysical questions, and his most prominent theme is the human ability to overcome existential solitude through erotic love and artistic creativity. His prose works include The Labyrinth of Solitude (1950), an influential essay on Mexican history and culture. He was Mexico’s ambassador to India 1962-68. He was awarded the Nobel Prize in 1990.”

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

Pancho Villa

“Pancho Villa originally Doroteo Arango (1878-1923) Mexican guerilla leader. Orphaned at a young age, he spent his adolescence as a fugitive, having murdered a landowner in revenge for an assault on his sister. An advocate of radical land reform, he joined  Francisco Madero’s uprising against Porfirio Diaz. His Division del Norte joined forces with Venustiano Carranza to overthrow Victoriano Huerta and in 1914 was forced to leave with Emiliano Zapata. In 1916, to demonstrate the Carranza did not control the north, he raided a town in New Mexico. A U.S. force led by General John Pershing was sent against him, but his popularity and knowledge of his home territory made him impossible to capture. He was granted a pardon after Carranza’s overthrow (1920) but was assassinated three years later. See also Mexican Revolution, Alvaro Obregon.”

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

Cultural Literacy: Spanish-American War

Here is a Cultural Literacy worksheet on the Spanish-American War. This is a full-page worksheet with a reading of seven sentences (the sixth of which is a long compound, and probably ought to be edited into smaller pieces for emergent and struggling readers) and seven comprehension questions. As usual, the editors of The New Dictionary of Cultural Literacy do an admirable job of condensing complicated events into a cogent snippet of text.

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.

Cesar Davila Andrade

“Cesar Davila Andrade: (1918-1967) Ecuadorian poet, short-story writer, and essayist. Davila Andrade published eight books of verse and two collections of short stories before committing suicide in a hotel in Caracas, Venezuela, a victim of prolonged depressions and alcoholism. While his work is known mainly in Ecuador and Venezuela, he was most often compared to Neruda and Vallejo. Of most influence as a poet, he carried certain key obsessions—evil in the form of sickness, passion, or death; sex as annihilation, and love as the absolute ideal—through several poetic incarnations. He began in the tradition of love poetry, as seen in Cancion a Teresita (1946). The second phase, which includes Arco de instantes (1959) and Boletin y elegia de las Mitas (1967), is dedicated to poetic experimentation and the geography and people of his American continent. The final period is complex, personal, and hermetic, best characterized by Conexiones de tierra (1964), which often voices his views of life, literature, and aesthetics. A lover of both the mystical and prosaic, he perhaps never managed a successful reconciliation of these twin currents in either his poetry or his life.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Cultural Literacy: Venezuela

Here is a Cultural Literacy worksheet on Venezuela. This is a full-page worksheet with a reading of six sentences and nine comprehension questions. Venezuela is a nation that has been very much in the news the past few years. so this document might have some currency. It is, in the final analysis, a literacy exercise aimed at helping emergent and struggling readers sort out a relatively complicated–if also relatively brief–passage of text.

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.