Tag Archives: hispanic history

Cultural Literacy: Cuban Missile Crisis

Finally this morning, here is a Cultural Literacy worksheet on the Cuban Missile Crisis. This is a full-page worksheet with a reading of four sentences with four comprehension questions. I would submit this caveat: the first sentence in the reading is a longish compound separated by a semicolon which might be too much for emergent readers and English language learners. But, as this document is formatted in Microsoft Word, you can adjust it to your students’ needs.

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.

Tomas Carrasquilla

“Tomas Carrasquilla: (1858-1940) Colombian novelist and writer of short stories, novellas, and cuadros de costumbres. Born in the Andean department of Antioquia, Carrasquilla is first and foremost the painter of Colombian provincial life. His masterpiece is La Marquesa de Yolombo (1926), Set in the late 18th century, it is the story of the energetic dona Barbara Caballero, whose adventures and misadventures are symbolic of the conflicts between colonial Nueva Grande and imperial Spain. Other works include Frutos de me tierra (1896), a realistic novel, and Hace tiempo (193637), as well as numerous short stories and folk tales.”

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

Cultural Literacy: Chicanos

Here is a Cultural Literacy worksheet on Chicanos, which does a particularly nice job of describing the origins of this proper noun, its use, and the extent to which the words Latino and Latina–or Latinx if you prefer, though that term is of sufficiently recent coinage that it does not appear in the reading–correlate with this word. This is a half-page worksheet with a two-sentence reading and two comprehension questions. Simple and symmetrical, this is a decent, brief introduction to a word Americans really ought to know, understand, and be able to use properly, and therefore respectfully.

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.

Bernardo O’Higgins

“Bernardo O’Higgins: (1776?-1842) South American revolutionary leader and first Chilean head of state (1817-23). The illegitimate son of a Spanish officer of Irish origin, he was educated in Peru, Spain, and England, where his Chilean nationalism was awakened. When Napoleon invaded Spain (1808) and Spanish control of Chile relaxed, he became a member of Chile’s new congress. He led the defensive forces when Chile was invaded by royalists from Peru in 1814; defeated, he fled to Argentina, He returned in 1817 with Jose de San Martin and defeated the Spanish. Elected supreme director of Chile, he established a working governmental organization, but his reforms antagonized conservatives and he resigned.”

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

Uto-Azteca Languages

“Uto-Aztecan languages: Family of more than 30 American Indian languages spoken in pre-Columbian times from the Northern Great Basin to Central America. Geographically, Uto-Aztecan can be divided into a northern and a southern branch. The northern branch, spoken from Oregon and Idaho to southern California and Arizona, includes the languages of the Northern and Southern Paiutes, Utes, Northern and Eastern Shoshones, Comanches, and Hopi. The southern branch includes the languages of the O’odham (Pima and Papago) in Arizona, and of a number of Mexican Indian peoples including the Tarahumara of Chihuahua, the Yaqui of New Mexico and Arizona, and the Cora and Huichol of Nayarit and Jalisco; its southernmost extension includes Nahuatl.”

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

Cultural Literacy: Mayas

OK, last but not least for today and for National Native American Heritage Month 2022, here is a Cultural Literacy worksheet on the Mayas. This is a half-page worksheet with a reading of two longish compound sentences and four comprehension questions. Again, just the basics.

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.

Popol Vuh

“Popol Vuh: Mayan document that provides valuable information on ancient Maya mythology and culture. It was written between 1554 and 1558 in the Quiche language using Spanish letters. It tells of the creation of man, the acts of the gods, and origin and history of the Quiche people and also gives a chronology of their kings. The book was discovered early in the 18th century by Francisco Jiminez, a parish priest in the Guatemalan highlands, who copied out the original, now lost, and translated it into Spanish.”

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

Cultural Literacy: Aztecs

Ok, here is a Cultural Literacy worksheet on the Aztecs. This is a half-page worksheet with a reading of two sentences and three comprehension questions. Just the basics.

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.

Xiuhtecuhtli

“Xiuhtecuhtli: Aztec god of fire and creator of all life. With Chantico, his feminine counterpart, he was believed to be a representation of Ometecuhtli. Xiuhtecuhtli’s festivals coincided with the two extremes in the climatological cycle, the heat of August and the cold of January. He was also the center of a ritual transfer of fire from temple to temple that occurred once every 52 years at the end of the Aztec calendar cycle.”

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

Mesoamerican Religions

“Mesoamerican religions: Religions of the pre-Columbian cultures of Mexico and Central America, notably the Olmec, Maya, Toltec, and Aztec. All religions of Mesoamerica were polytheistic. The gods had to be constantly propitiated with offerings and sacrifices. The religions also shared a belief in a multilevel universe that had gone through five creations and four destructions by the time of the Spanish conquest. Mesoamerican religions heavily emphasized the astral bodies, particularly the sun, the moon, and Venus, and the observations of their movements by astronomer-priests were extraordinarily detailed and accurate. The Aztecs approached the supernatural through a complex calendar of ceremonies that included songs, dances, acts of self-mortification, and human sacrifices performed by a professional priesthood, in the belief that the welfare of the universe depended on offerings of blood and hearts as nourishment for the sun. The Mayan religion likewise called for human sacrifices, though on a smaller scale. Information on the astronomical calculations, divination, and ritual of the Mayan priests has been gathered from the Mayan codices.”

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