Tag Archives: hispanic history

Cultural Literacy: Bolivia

Continuing with this blog’s underwhelming–for which I apologize profusely–observance of Hispanic Heritage Month 2023, here is a Cultural Literacy worksheet on Bolivia. This is a full-page document with a reading of four sentences and nine comprehension questions. The asymmetry of this worksheet may require some explanation.

The first sentence in this reading situates Bolivia in continental South America with a series; that series could easily be broken up and turned into four separate, easier-to-use independent clauses. The next sentence is a compound separated by a semicolon. In other words, another sentence you might consider breaking up and turning into two separate independent clauses. The second two sentences are clear in their declarations, and should be easy for emergent readers and English language learners to process. I wrote nine comprehension questions because I decided to take the facts in the reading one at a time, which I suppose is how I imagine readers will take them.

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.

Gabriela Mistral

“Gabriela Mistral originally Luclila Godoy Alcayaga: (1889-1957) Chilean poet. Mistral combined writing with a career as a cultural minister and diplomat, and as a professor in the U.S. Her reputation as a poet was established in 1914 when she won a prize for “Sonetos de la Muerte” (“Sonnets of Death”). Her passionate lyrics, with love of children and of the downtrodden as principal themes, are collected in such volumes as Desolacion (1922), Tala (1938), and Lagar (1954. In 1945 she became the first Latin American woman to win the Nobel Prize.”

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

Bogota

“Bogota: city, capital of Colombia. The District Capital area is officially known as Santafe de Bogota. It lies on a plateau east of the Andes, European settlement began in 1538 when Spanish conquistadores overran Bacata, the main seat of the Chibcha Indians; the name was soon corrupted to Bogota, It became the capital of the viceroyalty of New Granada and a center of Spanish colonial power in South America. It was the scene of a revolt against Spanish rule in 1810-11, and Simon Bolivar took the city in 1819. It became the capital of the confederation of Gran Colombia; when that was dissolved in 1830, it remained the capital of New Granada (later, Republic of Colombia). Today Bogota is an industrial, educational, and cultural center.”

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

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.