Category Archives: Social Sciences

You’ll find domain-specific material designed to meet Common Core Standards in social studies, along with adapted and differentiated materials that deal with a broad array of conceptual knowledge in the social sciences. See the Taxonomies page for more about this category.

Cultural Literacy: Tanzania

Here is a worksheet on Tanzania. This is full-page worksheet with a reading of four sentences and seven comprehension questions.

The second sentence in the reading, I must warn users, is a slog. It is actually four clauses separated by semicolons. This sentence outlines the geography of Tanzania and its neighbors–the kind of thing I want to try to use with students who are a bit higher on the scaffold of literacy. If you are dealing with emergent readers or users of English as a second language, I think you will perceive the necessity of breaking up that second sentence, the verbal equivalent of the Green Monster at Fenway Park in Boston.

Fortunately, the task is relatively easy. You really only need to remove the semicolons and turn the clauses they separate into complete sentences and terminate them with periods. For example, the second clause, “to the east by the Indian ocean,” you can rewrite as “The eastern border of Tanzania is the Indian Ocean.”

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, 20 February 2026, Black History Month Week III: A Reading on Arturo Schomburg

Sometime not long after I returned to New York in 2021, I attended a lecture a the New York Public Library (the main on 5th Avenue and 42nd Street, with the lions Patience and Fortitude at the front) on Arturo Schomburg. When I lived in Harlem, I walked by his namesake, the Schomburg Center for Research in Black Culture, every morning on my way to work. I also regularly stopped in to view exhibits there as well.

Therefore, Arturo Schomburg has been something of a presence in my intellectual life since 2004.

There are two biographies of Arturo Schomburg: Diasporic Blackness: The Life and Times of Arturo Schomburg,  by Vanessa Valdes or Arturo Schomburg: Black Bibliophile and Collector by Elinor Des Verney Sinette. I read the latter

One thing that I did pick up on at the lecture and in Ms Sinette’s book, however, was the existence of this article from the man himself. This is a PDF of an article “Arthur” (one thing I learned about Schomburg is that very little is known about him, including which given version of his given name he was using at any time) Schomburg wrote on Black History, “The Negro Digs Up His History.” Nota bene, please, that I have only posted the reading; next year at this time (I already have the basic structure assembled) you’ll find a fully realized lesson plan to accompany this article.

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.

C(yril) L(ionel) (R)obert James

“C(yril) L(ionel) R(obert) James: (1901-1989) Trinidadian writer and political activist. As a young man he moved to Britain, where his first work, The Life of Captain Cipriani, was published in 1929. His study of Toussaint-Louverture, The Black Jacobins (1938) was a seminal work. During his first stay in the U.S. (1938-53), he became friends with Paul Robeson. Eventually deported to Britain because of his Marxism and labor activism, James wrote on cricket for the Guardian. His Beyond the Boundary (1963) mixes autobiography with commentary on politics and sports. He returned the to the U.S. in 1970 but eventually settled permanently in Britain.”

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

Cultural Literacy: South Africa

Here is a Cultural Literacy worksheet on South Africa. This one is a doozy: the reading is a full paragraph of 14 sentences, and the comprehension questions number 15. This document might be best broken up into pieces for struggling and emergent readers.

In any case, you may be aware of a relatively recent federal government program in the United States granting refugee status to a group of white South Africans of Dutch descent. Known as Afrikaners, they evidently believe themselves oppressed; they have found a sympathetic ear in President Donald Trump. Anyone who knows anything about the history of South Africa, and especially the Afrikaners, may be forgiven for their skepticism about all of this.

Because the Afrikaners were oppressors, not oppressed. It really is that simple.

I am interested to see that the first bunch of these immigrants ended up in Alabama–you know, the state with a long history of white supremacy, and which led the way in bringing cases before the Supreme Court to weaken the Voting Rights Act of 1965.

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.

Bernard Coard on the Intellectual and Emotional Oppression of the West Indian Child in the British School System

“The Black child acquires two fundamental attitudes or beliefs as a result of his experiencing the British school system: a low self-image, and consequently low expectations in life. These are obtained through streaming, banding, bussing, ESN [Educationally Sub-Normal] schools, racist news media, and a white middle-class curriculum; by totally ignoring the Black child’s language, history, culture, identity. Through the choice of teaching materials, the society emphasizes who and what it thinks is important—and by implication, by omission, who and what it thinks is unimportant, infinitesimal, irrelevant. Through the belittling, ignoring, or denying of a person’s identity, one can destroy perhaps the most important aspect of a person’s personality—his sense of identity, of who he is. Without this, he will get nowhere.”

Excerpted from: Coard, Bernard. How the West Indian Child Is Made Educationally Sub-Normal in the British School System: 50th Anniversary Expanded Fifth Edition. Kingston, Jamaica: McDermott Publishing, 2021.

Paul Robeson in Testimony Before the House Un-American Activities Committee (HUAC)

“My father was a slave and my people died to build this country, and I’m going to stay right here and have a part of it, just like you. And no fascist-minded people like you will drive me from it. Is that clear?”

Paul Robeson, Testimony before House Un-American Activities Committee. 

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Cultural Literacy: Sierra Leone

Moving right along this morning, here is a Cultural Literacy worksheet on Sierra Leone. This is a full-page worksheet with a reading of four sentences and three comprehension questions. As I prepared these for use, either in the classroom or on this blog, I intended to use them as measures of reading comprehension and mental organization. So there are a lot of questions along the lines of “What nation is to the north of Sierra Leone?” There are several such questions in this document which I hope will help teachers diagnose students’ reading struggles and formulate solutions.

In the case of most of these Cultural Literacy worksheets dealing with nation-states in Africa, the most important thing is to read one sentence at a time, then figure out which question it answers.

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.

Carter G. Woodson on the Oppressor’s Methodology

“If you teach the Negro that he has accomplished as much good as any other race he will aspire to equality and justice without regard to race. Such an effort would upset the program of the oppressor in Africa and America. Play up before the Negro, then, his crimes and shortcomings. Let him learn and admire the Hebrew, the Greek, the Latin and the Teuton. Lead the Negro to detest the man of African blood—to hate himself. The oppressor may then conquer, exploit, oppress and even annihilate the Negro by segregation without fear or trembling. With the truth hidden there will be little expression of thought to the contrary.

The American Negro has taken over an abundance of information which others have made accessible to the oppressed, but he has not yet learned to think and plan for himself as others do for themselves. Well might this race be referred to as the most docile and tractable people on earth. This merely means that when the oppressors once start the large majority of the race in the direction of serving the purposes of their traducers, the task becomes so easy in the years following that they have little trouble with the masses thus controlled. It is a most satisfactory system, and it has become so popular that European nations of foresight are sending some of their brightest minds to the United States to observe the Negro in ‘inaction’ in order to learn how to deal likewise with Negroes in their colonies. What the Negro in America has become satisfied with will be accepted as the measure or what should be allotted him elsewhere. Certain Europeans consider the ‘solution to the race problem in the United States’ one of our great achievements.”

Excerpted/Adapted from: Woodson, Carter G. The Mis-education of the Negro. Eastford, CT: Martino Fine Books, 2018.

The Weekly Text, 6 February 2026, Black History Month Week I: 27 Pages of Annotations (Covering All 17 Chapters) on Chimamanda Ngozi Adichie’s Novel “Purple Hibiscus”

OK–Black History Month 2026 has arrived. As I say every year, at Mark’s Text Terminal every month is Black History Month because Black History is American History. At the same time, far be it from me to second guess a person of Carter G. Woodson’s stature; Black History Month is his brainchild. This month I have a couple of new things to roll out, developed in the year since the last time the calendar spun around to February.

So let’s start out with these 27 pages of annotations I prepared to accompany all 17 chapters of Chimamanda Ngozi Adichie’s first novel Purple Hibiscus. As you may know, Ms. Adichie is a member of a group of writers known as the “Children of Achebe” (about which I heard a great deal on a public radio program several years ago, and can now find no credible source for citation on the Internet). Artificial Intelligence (which I think dubious at best) yields a list of names that include Ms. Adichie, as well as Helon Habila, Chigozie Obioma, and Sefi Atta.

Achebe, of course, refers the the late, great, Chinua Achebe, whose novel Things Fall Apart is universally regarded as a masterpiece of post-colonial literature. Purple Hibiscus is also an exemplary post-colonial novel. And it’s difficult to get past the first sentence of this fine book without noticing Ms. Adichie’s homage to Chinua Achebe: “Things started to fall apart at home when my brother, Jaja, did not go to communion and Papa flung his heavy missal across the room and broke the figurines on the etagere.”

Finally, in preparing this post, I intended to refer to material I’d prepared and published for Ms. Adichie’s short book (pamphlet, really, and literally the transcript of a TED talk), We Should All Be Feminists. To my surprise, I somehow never staged this material for inclusion in this blog. I have two versions of the unit, one complete and one incomplete. The complete unit was prepared for a small class of emergent readers and writers, so there is a lot of material. Needless to say, now that I have uncovered this lapse, I have this material in the warehouse and ready for publication.

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: Rosenberg Case

Here is a Cultural Literacy worksheet on the Rosenberg Case. This is a half-page worksheet with a reading of three sentences and three comprehension questions. The information in the reading is out of date, as it is quite clear at this point that Julius Rosenberg was in fact spying for the Soviet Union. Ethel’s case, on the other hand, is not so clear cut.

This is a case in which I have been intermittently interested in over the years. When I saw Sidney Lumet’s 1983 film of E.L. Doctorow’s novel The Book of Daniel, I recognized immediately that it was a thinly fictionalized account of the Rosenberg Case. Likewise, of course, Doctorow’s novel. This encounter then led me to Louis Nizer’s book The Implosion Conspiracy, a study of the Rosenberg Case.

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.