Tag Archives: hispanic history

Eduardo Barrios

“(1884-1963) Chilean novelist and short-story writer. After wandering throughout Latin America and working at a variety of jobs, Barrios settled in Santiago, where he served in the 1920s as minister of education and director of the national library. His mastery of the psychological tale is especially evident in his portrayal of hypersensitive personalities. Such is the ten-year-old protagonist of the novelette El nino que enloquecio de amor (1915), who falls in love with one of his mother’s friends. The hero of Un perdido (1917) is an overwrought weakling who, unable to cope with reality, finds refuge in alcohol. Barrios’s best work is probably El hermano asno (1922; tr Brother Ass, 1942), which deals with the inner conflicts of Brother Lazaro and Brother Rufino, two Franciscan monks. Gran senor y rajadiablos (1948) follows Jose Pedro Valverde, one of literature’s most strongly drawn characters, through a life centered mostly on a large fundo (ranch). Barrios’s last novel, Los hombres del hombre (1950), is a lyrical story of sexual jealousy and insecurity in family life.”

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

Cultural Literacy: Developing Nations

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.

Che Guevara on Revolution and Progress

“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.

Independent Practice: Conquistadores

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.

Mario Benedetti

“(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.

Cultural Literacy: Pyrenees

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.

Paulo Freire

Paulo Freire (1921-1997): Brazilian educator. His ideas developed from his experience teaching literacy to Brazil’s peasants. His interactive methods, which encouraged peasants fo question the teacher, often led to literacy in as little as 30 hours of instruction. In 1963 he was appointed director of the Brazilian National Literacy Program, but he was jailed following a military coup in 1964. He went into exile, returning in 1979 to help found the Workers Party. His seminal work is Pedagogy of the Oppressed (1970).”

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

Cultural Literacy: The Columbian Exchange

Here is a Cultural Literacy worksheet on the Columbian Exchange, also known as the Triangle–or Triangular–Trade. If you made your way to this post, then I must assume that you recognize and understand the importance of this topic for understanding the world today.

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.

Diego Rivera on the Artist and His Subject

“The subject is to the painter what the rails are to the locomotive. He cannot do without it. In fact, when he refuses to seek or accept a subject, his own plastic methods and his own esthetic theories become his subject instead. And even if he escapes them, he himself becomes the subject of his work. He becomes nothing but an illustrator of his own state of mind, and in trying to liberate himself he falls into the worst sort of slavery.”

Excerpted from: Shapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Independent Practice: Incan Civilization

Continuing with Hispanic Heritage Month 2018 on Mark’s Text Terminal, here are two independent practice worksheets on Incan Civilization.

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.