“One of the finest painted caves, and also one of the first to be discovered (in 1879). The site is south of Santander, in northeast Spain, and is famous for its polychrome animals [40], which include deer, bison, and wild boar painted in red, black, and a range or earth colors. Most of the art in the caves was produced by Magdalenian peoples.”
Excerpted from: Bray, Warwick, and David Trump. The Penguin Dictionary of Archaeology. New York: Penguin, 1984.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged hispanic history, readings/research
“Aztecs: A Nahuatl-speaking tribe of Indians who dominated much of Mexico at the time of the Spanish conquest (1519-1521) under Hernan Cortez. In the 12th century, the Aztecs moved into the valley of Anahuac from the northwest and gradually subdued neighboring tribes, turning them into tribute-paying vassals. The “emperor” of the Aztecs was chosen by a supreme council, which represented the twenty clans that comprised the Aztec tribe.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
Ok, in the ongoing observation of Hispanic History Month 2019 at Mark’s Text Terminal, here is a reading on Eva Peron and its accompanying vocabulary-building and comprehension worksheet. If you have students interested in the musical theater, this might be high interest material for them, given that Eva Peron’s life constitutes the source material for Andrew Lloyd Webber and Tim Rice’s musical Evita.
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.
Delmira Agustini: (1886-1914) Uruguayan poet. Together with Gabriela Mistral, Juana de Ibarbourou, Alfonsina Storni, and Dulce Maria Loynaz, Agustini is one of the key voices in the rich tradition of Spanish American poetry by women. Influenced by Ruben Dario’s Modernismo, her poetry is marked by sensuality and eroticism. Agustini published three collections of poetry: El libro blanco (1907); Cantos de la manana (1910); and Los calices vacios (1913). At the time of her death, she was working on Los astros del abismo (1954). Agustini’s biography has drawn almost as much attention as her writing. She was raised in cultivated and conventional surroundings in Montevideo, but was murdered by her estranged husband less than a year after their marriage.
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
“Ten Days that Shook the World: A book (1919) by the US journalist John Reed (1887-1920), an eyewitness account of the Bolshevik Revolution in Russia in 1917. Reed, who came from a wealthy background, was one of the leading radical figures in the USA, became a friend of Lenin and helped to found the US Communist Party. Accused of treason in the USA, he fled to Soviet Russia, where he died of typhus. After his death the US Communist Party established many ‘John Reed’ clubs for writers and artists in US cities. His life is the subject of the film Reds (1981), directed by and starring Warren Beatty.”
Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.
Ok, before I leave for a faculty meeting, here is a reading on Joe Namath and the vocabulary-building and comprehension worksheet that attends it. Once students understand who Namath is and was, these documents tend to self-transmute into high-interest materials.
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.
Health teachers and others involved with the sciences, here is a reading on the common cold and the vocabulary-building and comprehension worksheet that accompanies it, if you need them.
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.
“zone of proximal development: The gap between the level of a student’s independent function and how he or she may perform learning tasks with help. This term was coined by the Russian psychologist Lev Vygotsky (1896-1934) and refers to the fact that it is crucial to provide help before a child gets frustrated. Failure can be avoided when teachers are aware of a student’s zone of proximal development and provide just enough support to enable students to achieve a goal that would not have been possible independently.
This concept may play a key role in educational approaches, in that it represents a way of thinking about what is involved in meeting students’ needs, and of understanding teaching and learning as a dynamic and developmental process, rather than as a static juxtaposition of instruction and learning readiness.
This theory allows a teacher to see a student’s learning problems not as impediments but rather as a starting point for a process of development that challenges students within the scope of what they are able to master successfully with the appropriate instruction. An approach to teaching that incorporates this concept must also mean that a teacher begins to teach a child at his or her current level, rather than at arbitrary curricular standards.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
“Balance of power: Diplomatic policy aimed at securing peace, particularly in Europe, by preventing any one state of alignment of states from attaining hegemony or military strength dangerous to the independence and liberty of the others. The policy is thus based on the maintenance of a counter-force equal to that of potential hegemonists. Britain had pursued such a policy for centuries to counter French predominance, but from 1904 to 1914 attempted to balance German power through the Entente Cordiale. A balance emerged between the Triple Entente of Britain, France and Russia and the Triple Alliance of Germany, Austria and Italy. Between the world wars, Britain at first attempted to balance French power by facilitating the rapid recovery of Germany, but later abandoned her balance of power policy in favor of appeasement….”
Excerpted from: Cook, Chris. Dictionary of Historical Terms. New York: Gramercy, 1998.
Posted in Essays/Readings, Quotes, Reference, Social Sciences
Tagged readings/research, term of art
“Bello, Andres (1781-1865) Venezuelan, scholar, poet, humanist, and educator. He was one of the great figures of nineteenth-century Latin America, often referred to as the intellectual father of the continent. His complete works total twenty-six volumes. Bello studied classical literature, law, and philosophy. His interest in science was stimulated by having known Alexander von Humboldt. He was active in the wars of independence through his political work in Europe, primarily England, where he lived for almost twenty years. There he met Bentham and James Mill and translated Byron. A poet greatly influenced by Spain’s Golden Age writers (Garcilaso, Lope de Vega, and Calderon), in Britain Bello wrote his best-known verses: Alocucion a la poesia (1823; tr in The Odes of Bello, Olmedo, and Heredia, 1920), asserting Latin America’s right to literary independence; and La agricultura de la zona torrida (1826; tr A Georgic of the Tropics, 1954), notable for its description of the plants of America, in which realistic detail is combined with Horatian overtones. Yet, along with Bello’s exaltation of America through nature or culture, there is a sadness and solitude evoked, as well as a bitterness that true liberty had yet to be realized in the newly established republics.
From 1829 to his death he resided in Chile. In 1830 he started the newspaper El Araucano and was its principal editor until 1853. He was founder and first president of the University of Chile (1842), and was the chief architect of the Chilean civil code (1855), also adopted in Ecuador and Colombia. Though a creature of the Enlightenment, Bello was also close to the Romantic movement. Bello’s Gramatica de la lengua castellana (1847). still considered an important grammar, advocated the enrichment of the Spanish language. His vast culture–humanistic, scientific, and legal–was dedicated to writing manuals and other works with a pedagogic purpose, within a liberal humanist tradition. Other works available in English include the Anthology of Andres Bello (1981) and his Filosofia del entendimiendo (1881; tr Philosophy of the Understanding, 1984).”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged fiction/literature, hispanic history, poetry, readings/research
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