Tag Archives: united states history

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.

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.

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.

Coherence

“Coherence (noun): Order and sense in expression, or ease and interrelationship in arrangement of thoughts or parts of a sentence; logical consistency or clarity of syntax. Adjective: coherent; Adverb: coherently; Verb: cohere.

“Every man in the chapel hoped that when his hour came he, too, would be eulogized, which is to say forgiven, and that all of his lapses, greeds, errors, and strayings from the truth would be invested with coherence and looked upon with charity.’ James Baldwin, Notes of a Native Son.”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Antonio Lopez de Santa Anna

“Antonio (Lopez de) Santa Anna: (1794-1876) Soldier and several times president of Mexico (1833-36, 1844-45, 1847, 1853-55). He fought on both sides of nearly every issue of the day. He is famous for his glorious victories, including his thwarting of Spain’s attempt to reconquer Mexico (1829), and for his ignominious failures, including his defeat and capture by Sam Houston and San Jacinto in the Texas revolt (1836). When the Mexican War broke out, he contacted President James Polk to broker a peace, but on arriving in Mexico he led Mexican forces against the U.S. (1846-47) and was driven into exile. When Maximilian was made emperor of Mexico, Santa Anna offered his services both to Maximilian and to his opponents; neither side accepted. He lived abroad 1855-74, finally returning to Mexico to die in poverty. See also Alamo, caudillo, La Reforma.”

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

William Walker

[It may seem unusual to find an Anglo name like William Walker as the header of a post observing Hispanic Heritage Month 2023. If you read on, however, you will see that Walker, a mercenary from the United States, played a substantial role in extending United States influence in Latin America, particularly Nicaragua. I became interested in Walker after seeing Alex Cox’s strange–surreal might be the right word here–film Walker, for which the late great Joe Strummer supplied the music.]

“William Walker: (1824-1960) U.S. military adventurer. Born in Nashville, Tennessee, he moved to California in 1850. His interest in colonizing Baja California developed into a filibustering (insurrection) scheme. He landed at La Paz (1853) and proclaimed Lower California and Sonora an independent republic, but Mexican resistance forced him back to the U.S. In 1855 he sailed to Nicaragua, where he effectively established himself as leader. There, officers of Cornelius Vanderbilt’s Accessory Transit Co. promised him financial assistance in a plot to take the company away from Vanderbilt. Walker seized the company and turned it over to them, then made himself president of Nicaragua (1856). In 1857 Vanderbilt induced five Central American republics to drive walker out. In 1860 he attempted a filibuster in Honduras, where he was captured and executed.”

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.

Cultural Literacy: John Dos Passos

While I can’t imagine there could be much call for it, I must have produced this Cultural Literacy worksheet on John Dos Passos for some reason, though now I don’t remember why. Perhaps an independent study on Jazz-Age authors? Your guess is as good as mine. In any case this is a half-page worksheet with a reading of one sentence–which at 34 words might require some paring or judiciously placed punctuation for emergent readers and English language learners.

Incidentally, does anyone read Dos Passos any more? I took a crack at Manhattan Transfer about 30 years ago and found it relatively tough sledding. I’ve been meaning to return to it, and perhaps The U.S.A. Trilogy as well. His books remain in print, and he has been designated, by virtue of his inclusion in The Library of America, as one of this nation’s great authors. So someone must still be reading him. His books, I would think, are solidly midlist titles.

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.

Prospect Park South

“Neighborhood in northwestern Brooklyn (1990 pop. 28,991), covering sixty acres (twenty-four hectares) and bounded to the north by Church Avenue, to the east by the tracks of the “D” and “Q” subway lines, to the south by Beverley Road, and to the west by Coney Island Avenue. Once owned by the Dutch Reformed church of Flatbush, the area was developed in 1899 by Dean Alvord after the extension of rail service from Manhattan and downtown Brooklyn. He planned the neighborhood to resemble a spacious suburb, engaged John Aitkin to provide landscaping, and established stringent architectural standards. The houses are set back thirty feet (nine meters) from the sidewalk; many were built at the turn of the century in a variety of styles, including Georgian, Prairie, Queen Anne, Elizabethan, neo-Tudor, Pediment, Japanese, Colonial Revival, French Revival, and Mission. A strip of land eight feet (2.4 meters) wide lies between the street and the sidewalk for planting. The streets are lined with trees, and Buckingham and Albemarle roads have central planning malls. The neighborhood is upper middle class and the main commercial thoroughfares are Church and Coney Island avenues.

Excerpted from: Jackson, Kenneth T. The Encyclopedia of New York City. New Haven, Yale University Press, 1995.