Tag Archives: united states history

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.

Cultural Literacy: Zoning

OK, here is a Cultural Literacy worksheet on zoning. This is a half-page worksheet with a one-sentence reading and one comprehension question. A short introduction to a big and controversial subject that ultimately involved the Supreme Court in 1926 in the Village of Euclid v. Ambler Realty decision. It’s easy to see how sensible zoning might have prevented this horror show in West, Texas (yes, the town is called West, and I don’t refer here to the larger geographical region of West Texas), or this one in Northwest Houston seven years later.

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.

Ditmas Park

“Neighborhood in west central Brooklyn (1990 population 12,719), bounded to the north by Dorchester Road, to the east by Ocean Avenue, to the south by Newkirk Avenue, and to the west by East 16th Street. It was modeled after the adjacent neighborhood of Prospect Park South by Lewis Pounds, who developed it in the early twentieth century. The Ditmas Park Association was formed in 1908 and enacted special zoning provisions to preserve the character of the neighborhood, which in 1987 was designated a Historic District. Ditmas Park is a middle-class neighborhood of 175 large, detached frame houses on tree-lined streets. Among its notable buildings are the parish house of the Flatbush Tompkins Congregational Church, the former Brown house (1000 Ocean Avenue) and the Community Temple Beth Ohr (1010 Ocean Avenue).

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

Casablanca

Do you have any cinephiles (or cineastes, if you prefer) on your hands this summer? Fans of Turner Classic Movies (which has been in the news lately), perhaps? If so, this reading on the film classic Casablanca and its accompanying vocabulary-building and comprehension worksheet might be useful. This is a reading from the Intellectual Devotional series, so a full page of text, along with my standard configuration for the worksheet: eight vocabulary words to define, eight comprehension questions, and the usual one to three “Additional Facts” questions–in this reading, it is three questions under that heading.

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.

Cultural Literacy: Woodrow Wilson

Here is a Cultural Literacy worksheet on Woodrow Wilson. This is a two-page worksheet with a reading of ten sentences (a full paragraph, in other words) and eight comprehension questions. As usual, the editors of The New Dictionary of Cultural Literacy render with economy a complex biography of a public figure. The reading, you probably won’t be surprised to hear, neglects to mention President Wilson’s racism, which is a critical question well worth exploring.

Anything, I suppose, to strike a blow against the hideousness of American exceptionalism.

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: Friend of the Court

Here is a Cultural Literacy worksheet on the concept of a friend of the court. This is a half-page worksheet with a reading of two sentences (the second of which is a compound–two clauses separated by a semicolon) and two comprehension questions. In other words, this is a basic introduction to an important concept in jurisprudence, particularly at the level of the Supreme Court. Right now, given the sleaze we’re seeing from at least two associate justices, i.e. taking lavish trips funded by individuals with business before the court, the Supreme Court needs all the friends it can get.

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.

Cultural Literacy: Disenfranchisement

On an already, at 5:10 a.m., hot and muggy morning in northeastern Massachusetts, here is a Cultural Literacy worksheet on disenfranchisement. This is a half-page worksheet with a reading of one sentence–to wit, “Removal of the franchise, or right to vote”–and one comprehension question. A concise explanation of a relatively simple concept with big consequences for a democracy like ours in the United States.

And given what has happened in some of our state legislatures in the past several years, something that it is important, indeed vitally important, I would argue, that our students understand.

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.