Tag Archives: united states history

13 Bars on the Union Flag

“Delaware * Pennsylvania * New Jersey * Georgia * Connecticut * Massachusetts * Maryland *South Carolina * New Hampshire * Virginia * New York * North Carolina * Rhode Island

These thirteen states rebelled against the British Crown in the eighteenth century and are represented by the thirteen parallel bars of the Union Flag. Curiously, the Founding Fathers adapted their design from a flag used by the East India Company, which had created its own version of the mercantile Red Ensign with thirteen red and white bars instead of a plain red field. On an early version, thirteen stars complemented the bars, then more and more stars were added as the American state expanded into Indian lands to their west.

Another curiosity is that, just as thirteen states rebelled against their royal motherland, it would be thirteen states that would later rebel against the republican union:

South Carolina * Mississippi * Florida * Alabama * Georgia * Louisiana * Texas * Virginia * Arkansas * Tennessee * North Carolina * Missouri * Kentucky

It is not always remembered that all thirteen of the Confederate states seceded from the Union between December 1860 and December 1861, after the process of a democratic vote, either a popular referendum or a vote from their House of Representatives. They had imagined the Union was a free compact, which they were entitled to leave, just as they had joined it. After four years of war, the northern armies of the Union had either destroyed or occupied all the territories of those who had attempted to secede.”

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.

The Mississippi River

Here is a reading on the Mississippi River along with its accompanying vocabulary-building and comprehension worksheet. This is a relatively short reading, but packs a lot of facts into a short introduction to the Mighty Mississippi, as do most of the one-page reading from the Intellectual Devotional series. It’s one of the reasons I developed so many of these, and why you find so many of them on this blog.

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.

Lyndon B. Johnson

Here is a reading on Lyndon B. Johnson along with its attendant vocabulary-building and comprehension worksheet . I was a child when Johnson was president; I remember seeing on live television his announcement that he would not stand for reelection in 1968. The newscast impressed my parents, but at at the age of seven, it meant very little to me.

Over time, and all the published volumes of Robert Caro’s magisterial biography of Johnson, The Years of Lyndon Johnson, I have come to appreciate the fascination with Johnson. He was, it seems to me, the last great president the Democratic Party produced. He accomplished great things, more often than not through dubious and even devious means. In any case, these documents are a solid introduction to Johnson’s accomplishments–both the triumphs and the failures.

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: Continental Congress

Here is a Cultural Literacy worksheet on the Continental Congress. This is a half-page worksheet with a four-sentence reading and three comprehension questions. For its brevity, this document is a solid general introduction to the term and concept of the Continental Congress of North America. Users can, if so inclined, alter this Microsoft Word document to their classroom’s 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: Constitutional Convention

Here is a Cultural Literacy worksheet on the Constitutional Convention in the nascent United States. This is a half-page worksheet with a reading of three compound sentences and three comprehension questions that are in two or three parts each. As I looked at this document prior to posting it, it occurred to me that if probably would be better as a full-page worksheet with the questions broken up. Since this is a Microsoft Word document, you can alter it for the needs of your classroom.

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.

Leonard Bernstein’s Young People’s Concerts

While I concede that this reading on Leonard Bernstein’s Young People’s Concerts and its attendant vocabulary-building and comprehension worksheet may not have compelling utility in our mostly arts-free schools, here they are nonetheless.

I’m old enough to remember the broadcasts of Maestro Bernstein–who was an eminent figure in the American Culture of my youth–and his Young People’s Concerts. The New York Philharmonic, then as now, stood as one of the world’s great orchestras. I can’t say these television shows inculcated a lifelong love of classical music in me, but they did introduce me to it and help me understand it. Fortunately, Wynton Marsalis, a figure as vital to American culture as Leonard Bernstein, continues the tradition of introducing young people to a genuinely American art form with his “Jazz for Young People” concerts. Mr. Marsalis leads the Lincoln Center Jazz Orchestra, perhaps the greatest large ensemble playing jazz these days.

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.

Temperance (n), Temperate (adj)

Here is a context clues worksheet on the noun temperance. I’m fairly confident I wrote this for a United States history class to help students understand the word as an adjective in the historical term Temperance Movement. You will note in these sentences that I tried to write context that also defines temperance to mean “habitual moderation in the indulgence of the appetites or passions.”

And here also is another context clues worksheet on the adjective temperate. This is a moderately complicated word whose essential meaning is “marked by moderation, “keeping or held within limits,” and “not extreme or excessive.” It’s worth remembering that this adjective attaches to nouns dealing with everything from drinking alcohol (as above), to climates, to one’s habits.

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.

Minimal Art

“Minimal Art: The most reductive of all the Post-Painterly Abstraction movements. Minimal painting—rejecting space, texture, subject matter, and atmosphere—relies solely on simple form and flat color for effect. Minimal sculpture, usually of monumental size, is equally free of personal overtones, relying on the simplest geometric forms and the power of its presence for effect. Artists identified with minimal art include Barnett Newman, Ellsworth Kelly, Dan Flavin, Donald Judd, Agnes Martin, and Larry Bell.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

Leave It to Beaver

OK, for some reason, here is a reading on “Leave It to Beaver” along with its accompanying vocabulary-building and comprehension worksheet. I haven’t the faintest idea why I produced these documents on this late-1950s and early 1960s television show. A friend of mine extolled its virtues in the past; the one episode I saw nauseated me–a sitcom vision of a placid, indeed complacent, ultra-White America produced during the depths of Jim Crow–and I never watched another episode.

So again, I can’t imagine why I wrote this worksheet other than, perhaps, to help students understand how often popular media, particularly fictional narratives, are at variance with reality.

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.

Emilio Aguinaldo

“Emilio Aguinaldo: (1869-1964) Philippine independence leader. Of Chinese and Tagalog parentage he was educated at the University of Santo Tomas, Manila, and became a leader of the Katipunan, a revolutionary society that fought the Spanish. Philippine independence was declared in 1898 and Aguinaldo became president, but within months Spain signed a treaty ceding the islands to the United States. Aguinaldo fought U.S. forces until he was captured in 1901, After taking an oath of allegiance to the U.S., he was induced to retire from public life. He collaborated with the Japanese during World War II; after the war he was briefly imprisoned; released by presidential amnesty, he was vindicated by his appointment to the Council of State in 1950. In his later years he promoted nationalism, democracy, and improvement of relations between the U.S. and the Philippines.”

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