Tag Archives: readings/research

The Weekly Text, 17 November 2023, National Native American Heritage Month Week II: A Reading and Comprehension Worksheet on Imperialism

In the second week of observation of Native American Heritage Month 2023, here is a reading on imperialism along with its attendant vocabulary-building and comprehension worksheet. Imperialism may seem indirectly related to Native Americans, except that imperialist projects around the world have been–and in many real ways continue to be–deleterious to indigenous communities.

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.

Tupian Languages

“Tupian Languages: Family of South American Indian languages with at least seven subgroups, spoken or formerly spoken in scattered areas from south French Guiana south to southernmost Brazil and Paraguay and east to eastern Bolivia. About a third of the estimated 37 known Tupian languages are extinct. The largest subgroup, Tupi-Guarani, includes the extinct language Tupinamba, the source for borrowings of many New World flora and fauna terms into Portuguese and hence other European languages. Another language of the subgroup, Guarani, is spoken as a first or second language by more than 90 percent of Paraguayans, who consider it a token of Paraguayan identity.”

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

Ojibwa or Chippewa

“Ojibwa or Chippewa: Algonquian-speaking Indian people who formerly inhabited a region north of the Great Lakes but who during the 17th-18th centuries moved west to what is now northern Minnesota. Each Ojibwa tribe was divided into migratory bands. In the autumn, bands separated into family units for hunting; in summer, families gathered at fishing sites. They grew corn and collected wild rice. The Midewiwin, or Grand Medicine Society, was the major Ojibwa religious organization. The Ojibwa are one of the largest Native American groups in North America today, numbering about 50,000 in the U.S. and over 100,000 in Canada.”

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

Cultural Literacy: French and Indian Wars

Here is a Cultural Literacy worksheet on the French and Indian War in the British Colonies in North America. This is a full-page worksheet with a reading of five sentences and five comprehension questions. The reading explicitly connect sthe French and Indian War to the Seven Years War, which I’ve rarely seen done in social studies classrooms where I have been a co-teacher. In general, historians regard the French and Indian War as the North American theater of the Seven Years 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.

Mohawk

“Mohawk: Iroquoian-speaking people North American Indian people, the easternmost group of the Iroquois confederacy. The Mohawk lived near what is now Schenectady, New York, They were semisedentary; women practiced corn agriculture while men hunted during the fall and winter and fished during the summer. Related families lived together in longhouses. Most Mohawk sided with the British in both the French and Indian War and the American Revolution, in the latter under Joseph Brant. Today they number about 10,000 and work in various fields, notably the structural steel industry.”

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

The Weekly Text, 10 November 2023, National Native American Heritage Month Week I: A Reading and Comprehension Worksheet on Native Americans

November is Native American Heritage Month in the United States, though given what has imperialism has wrought on indigenous peoples around the world, it ought to be a global observance in by opinion. I am a week behind with posts for this month because I wanted to post the sixteen-lesson Styling Sentences unit seriatim, which caused it to run into the first Friday in November.

So, as there are four Fridays in September, the four posts for this month will run into Friday, 1 December. Problem solved.

Without further ado, then, here is a reading on Native Americans from the Intellectual Devotional series of books, along with its accompanying vocabulary-building and 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.

Fisher King

“Fisher King: One of the chief characters in medieval legends dealing with the quest for the Holy Grail. The Fisher King was the keeper of the Grail relics, including the spear of Longinus used to wound Jesus as he hung on the cross. The Fisher King suffered from a wound made by the same spear. The wound destroyed the Fisher King’s virility and, by a sympathetic transference, turned his realm into a wasteland. A new and purer guardian of the relics, in the form of the Grail hero, must intervene (see GALAHAD). The task of the hero is not simply to find the relics themselves, which had been stolen, but also to free the king so he may die a peaceful death and bring life and fertility back to the king’s realm. See WASTE LAND, THE.”

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

Cultural Literacy: Loch Ness Monster

Here is a Cultural Literacy worksheet on the Loch Ness Monster, a subject of no small fascination for me when I was a child in school (which is why I have tagged it as high-interest material, which I suspect it will still be for a certain type of elementary school student). This is a half-page worksheet with a two-sentence reading, both longish compounds, so you may want to take a look at them if you have emergent readers or English language learners on your hands, and three comprehension questions.

Somewhere along the line, I gathered the impression that Nessie, as the monster is affectionately known, was definitively disproved as a hoax. The reading in this document does not mention it, nor, particularly, does the Wikipedia page for the Loch Ness Monster. (The page, at its bottom, however, does warn that the article “…may lend undue weight to fringe sources and hypotheses.” For my part, I remain–mostly–agnostic.)

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.

12 Olympian Gods

Zeus (Jupiter) * Hera (Juno) * Poseidon (Neptune) * Aphrodite (Venus) * Athena (Minerva) * Apollo (Apollo) * Artemis (Diana) * Hermes (Mercury) * Dionysus (Bacchus) * Hades (Pluto) * Aries (Mars) *Hephaestus (Vulcan) * Hestia (Vesta)

The cult of six female goddesses paired with six male gods came to Greece from western Anatolia during the Iron Age, though the doubling up of a trinity of female goddesses, and then giving the appropriate male counterparts, was a familiar aspect of many ancient cultures. Hercules is first credited with organizing sacrifices to all twelve of the great gods who dwelt on Mount Olympus and the oldest such altar was associated with Athens. The precise names of the Olympian pantheon would shift during 1,000 years of worship, which is why thirteen deities have been listed. Hades, as Lord of the Underworld, was vulnerable to downgrading, especially in favor of Hestia/Vesta, while at other times Hephaestus could be exchanged for Hercules, and in the early period Dionysus held an equivocal position.

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Reinaldo Arenas

“Reinaldo Arenas: (1943-1990) Cuban novelist. A great innovator with an inexhaustible poetic imagination, Arenas suffered years of repression of his ‘lack of realism’ and supposed decadence, as well as for his political dissent and open homosexuality. He exiled himself to New York in 1980. The novel that launched Arenas was El mundo alucinante (1969; tr Hallucinations, 1971), an allegorical reconstruction of the adventures of Fray Servando Teresa de Mier, a Mexican priest of the late 18th century, whose subversive mystical thought paved the way for Mexican independence. Arenas’s central work was ‘pentagony’ of five novels dealing with life in Cuba before and after Castro, consisting of Celestino antes del alba (1967; tr Singing from the Well, 1988); El palacio de las blanquistas mofetas (The Palace of the Very White Skunks, 1980); Otra vez del mar (1982; tr Farewell to the Sea, 1986); El color del verano (The Color of Summer, 1991); and El asalto (1991; tr The Assault, 1993). Other books include La vieja rosa (1980; tr Old Rosa, 1989), depicting a woman’s aging process within a society whose traditional values have been profoundly altered, and Arturo, la Estrella ms brillante (1984; tr Arturo, the Shining Star, 1992), about the traumatic experiences of a homosexual in a concentration camp. Ill with AIDS and no longer able to write, Arenas committed suicide in 1990 after completing his last works. He left two extreme visions of himself, the tender recollections of Adis a Mam (Good-bye to Mama, 1994) and his controversial autobiography, Antes que anochezca (1992; tr Before Night Falls, 1993), which portrays his troubled youth and sexual excesses.”

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