Continuing with this blog’s observation of Hispanic Heritage Month, here is a Cultural Literacy worksheet on the Spanish-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.
While I do understand that this Cultural Literacy worksheet on the Spanish Armada stretches, both in letter and spirit, the bounds of Hispanic Heritage Month, I confess its inclusion here reflects a well that I will very soon run dry. In any case, it is certainly a document that could find a place in a global studies class–here in New York it would be a freshman class.
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.
As I sit down to post this Text, I realize that I’ve run through, in the past week, just about all the short materials I have to offer for Hispanic Heritage Month 2018 (if you encounter problems with that link, please advise; it might be the longest URL I’ve ever copied and pasted into WordPress’s link generating module).
This week’s Text is a reading on the Spanish-American War and this comprehension worksheet to accompany it. Both, as with almost all of the documents you find here, are in Microsoft Word and can be adapted for a variety of reading levels and attention spans.
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.
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.
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.
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.
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.
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.
If you scroll down one post below this one, you’ll find another Cultural Literacy worksheet on Manifest Destiny. To add a corollary to that, here is another Cultural Literacy worksheet, this one on the Monroe Doctrine.
It is this policy, I think, that has led the United States into making common cause with vicious tyrants across Latin America, but particularly General Augusto Pinochet, Rafael Trujillo, three members of the Somoza Family, and the genocidal Guatemalan strongman, Efrain Rios Montt–and calling him genocidal is no exaggeration, reader, as this particular moral cretin was on trial for genocide when he died.
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 Manifest Destiny. You will note that I have posted this during Hispanic Heritage Month 2018, and so tagged it using my coding system. I find that editorial decision requires a mild defense.
Manifest Destiny, narrowly defined, refers to a belief in the United States, among its government and citizens, that the nation was obviously destined (simply another way of saying “Manifest Destiny”) to occupy North America in its entirety. Because this frame of mind informed, like it or not, United States policy across Latin America, it is an frame of inquiry in studying Hispanic History. Ergo, it ends up as a Hispanic Heritage Month post here.
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.
 | A Measurement Conver… on An Elegantly Simple Cooking Co… |
| A Measurement Conver… on The Weekly Text, October 25, 2… |
 | markstextterminal on Cree |
 | panzer046a139293db on Cree |
| markstextterminal on Cree |
Mark's Text Terminal 
You must be logged in to post a comment.