Tag Archives: questioning/inquiry

The Suddenly Newsworthy John C. Calhoun

John C. Calhoun has been in the news lately–to wit because of Yale University’s (Calhoun is an alumnus of Yale) decision to rename its residential college named after Calhoun. Normally, I would say that Calhoun was one of the most odious politicians ever to walk the American stage. However, now that November 8, 2016, has come and gone, I might need to revise my estimation of him, painful though it may be, upward–though by displacement rather than a rise in regard. In any case, because it is Black History Month, I am somewhat loathe to post this Intellectual Devotional reading on Calhoun along with this reading comprehension worksheet to accompany it for reasons that are obvious to you if you are familiar with him, or will quickly become so as you look into his egregious political career. It wouldn’t be unfair, owing to his adherence to the Constitutional theory of nullification, and his participation in the Nullification Crisis, which was one of this country’s first step down to road to the Civil War, to call him a key proponent of the issues that drove that conflict.

Have I mentioned that Calhoun was from South Carolina and represented that state in the federal legislature? It is no coincidence that South Carolina was the first state to secede from the Union. Would you be surprised to hear that he was an ardent racist who played no small role in perpetuating slavery?

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.

The Weekly Text, February 3, 2017, Black History Month 2017 Week I: A Reading and Comprehension Worksheet on Toussaint L’Ouverture

It’s the second Black History Month at Mark’s Text Terminal, and I have four readings and comprehension worksheets lined up for teachers to use in February. Let’s start the month with a major figure using this reading on Haitian liberator and national hero Toussaint L’Ouverture. To accompany it, here is a reading comprehension to help understand him as a liberator in the vein of the men who drove the American Revolution.

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.

Girolamo Savonarola

You might find this reading on Renaissance bluenose Girolamo Savonarola timely, as well as the reading comprehension worksheet to accompany it.

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.

The Weekly Text, October 28, 2016: A Reading and Comprehension Worksheet on George Washington’s Letter on Toleration

By any standard I recognize, the 2016 presidential election season is hands down the most appalling in my lifetime–and I am not a young man. If it is true (as I believe it is), that the election of Barack Obama, the first President of the United States of African descent, exposed latent racism and bigotry in the United States, then this election has in every respect put the icing on that ugly cake. Moreover, it appears that the specter of a Trump administration has aroused anxiety in children and that in general there is “Trump Anxiety” among adults as well. I don’t much care for either candidate, but it is undeniable that the Republican candidate has engaged in dog-whistling bigotry, sexism and misogyny, general vulgarity, and a combination of grotesque vanity and whining self-pity that really ought to put off anyone with reasonably stable mental health.

So this week, less than two weeks before the general election, seems as good a time as any to post a reading on George Washington’s famous letter on toleration for today’s Weekly Text. Finally, here is a reading comprehension worksheet to accompany 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.

The Weekly Text, October 14, 2016, Hispanic Heritage Month 2016 Week V: A Reading and Comprehension Worksheet on Che Guevara

It’s the final Friday of Hispanic Heritage Month, 2016, and so here is the final Weekly Text in observance of this month. I offer this week a a reading on Che Guevara, one of the most instantly recognizable icons of Hispanic–and Latin American–history. To accompany this reading here is a a reading comprehension worksheet. And that’s it for this week.

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.

The Weekly Text, October 7, 2016, Hispanic Heritage Month 2016 Week IV: A Reading and Comprehension Worksheet on Bartolomeo de las Casas

Mark’s Text Terminal continues to observe Hispanic Heritage Month. I’ve found in compiling material for posts that I have a paucity of material on subjects appropriate for this month. This week’s Text is a reading on Bartolomeo de las Casas and a reading comprehension worksheet to accompany it. De las Casas, as you may know, was a Dominican friar and bishop (and a contemporary and acquaintance of Christopher Columbus) who protested Spanish imperial policy in the New World, particularly the abuse and eventual genocide of the natives. He set all this down in his classic anti-imperialist tract, A Short Account of the Destruction of the Indies. As I searched its title, I was surprised to find the book available as a PDF from Columbia University. I consider this book one of the most important I read as an undergraduate.

In choosing de las Casas as a subject for a Weekly Text, I was momentarily stymied by my lack of understanding of the difference between the terms Hispanic, Latino, and Spanish. Fortunately, there are a number of clear explanations of this nomenclature out there; I knew this because recently, on Facebook, I came across this excellent comic delineating the difference between Latino and Hispanic. By my understanding of these terms, Bartolomeo de las Casas meets the definition of Hispanic.

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.

Post Scriptum: An old high school friend of mine who knows well whereof she speaks forwarded this article about the use of the term “Latinx” as a signifier for people from the Spanish-speaking world.

The Weekly Text, September 30, 2016, Hispanic Heritage Week 2016 III: A Reading and Comprehension Worksheet on Gabriel Garcia Marquez

Well, the month of September 2016 has passed us by, never to be seen again. I’ve been so busy getting the school year up and running that I barely noticed.

For the past two weeks, and for the next two weeks, Mark’s Text Terminal is featuring readings and reading comprehension worksheets in observance of  Hispanic Heritage Month. In the process of preparing these posts, I’ve learned a lot about this celebration. If you teach in a school district that is as diverse as ours here in New York City, you are very likely working with a number of students of Hispanic descent. If so, you and your students might be interested in both the Hispanic Heritage Foundation and its Youth Awards program.

For my part, I offer as this week’s Text a reading on author and Nobel Laureate Gabriel Garcia Marquez, as well as a comprehension worksheet to accompany it. And now I must get back to work on planning.

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.

The Weekly Text, September 23, 2016, Hispanic Heritage Month 2016 Week II: A Reading and Comprehension Worksheet on Jose Marti

As I mentioned last week, it is National Hispanic Heritage Month. For the duration of this observance, I’ll post readings and comprehension worksheets that teachers might find useful for edifying students on Hispanic history. I’ll do so with brevity, because it’s the first month of the school year, and I am as busy as I always am in these weeks.

This week’s Text is a reading on Jose Marti, the nineteenth-century martyr to Cuban independence; here is a comprehension worksheet to accompany it. And that’s enough said.

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.

The Weekly Text, September 16, 2016, Hispanic Heritage Month 2016 Week I: A Reading and Comprehension Worksheet on Cesar Chavez

Whew: busy week.

Are you aware that yesterday inaugurated Hispanic Heritage Month?  For the next five weeks, I’ll post readings related to this honorific month.

To that end, and in somewhat indecent haste (I have to teach in half-an-hour), here is a reading on Cesar Chavez and an accompanying reading comprehension worksheet.

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.

The Weekly Text, September 9, 2016: A Lesson Plan on Laissez-Faire Capitalism

Last week I posted a complete lesson plan on mercantilism, which you’ll find three posts below this one. This week’s Text is a lesson plan on laissez-faire capitalism , which is the free-market orthodoxy that arose, mostly due to Adam Smith, to challenge mercantilist trade policy.

As I mentioned in last week’s companion post, it often takes students in my classes up to three days to complete an assignment of this length. To that end, here are three context clues worksheets on merchant, merchandise, and mercantile. These are meant to reinforce the lesson on mercantilism by providing context for the examination of laissez-faire; they also provide teachers and opportunity to familiarize students with the relatively productive Latin word root merc. In addition to forming the basis for the three words in these context clues worksheets, merc (it means “trade”) is found in words like mercenary and commerce.

This lesson, like almost everything I develop, aims to promote literacy. particularly reading comprehension. Here is the intellectual devotional reading on laissez-faire that is the mainstay of this lesson. Finally, you’ll need this reading comprehension worksheet on laissez-faire.

School is started, and I’m already much busier than I want or need to be. I hope your year is off to a good start.

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.