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.

Codify (vt)

Here is a context clues worksheet on the verb codify, which is only used transitively, so don’t forget your direct object–you must codify something.

Merriam-Webster defines this verb quite simply: “to reduce to a code.” I wrote this worksheet because this word kept showing up in social studies texts in the years in which I was teaching global studies. What students will need to understand (and this is an opportunity to awaken prior knowledge and put it to use, particularly if your global studies curriculum includes, as it should, material on the Code of Hammurabi) is that the word code defines “a systematic statement of a body of laws especially: one given statutory force” and “a system of principles or rules.” Put another way, the verb codify connotes “to make into law.”

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: Marbury v. Madison

Here is a Cultural Literacy worksheet on Marbury v. Madison, the United State Supreme Court’s legal decision that established the principle of judicial review–i.e. that the Court is the final arbiter of the constitutionality of any legislation drafted and passed in this republic.

This is a half-page worksheet with three questions that serves only as on introduction to this decision and its implications. I’m not an expert in United States history, but this is clearly a big conceptual moment in the history of this nation, so I must assume Marbury v. Madison merits–indeed requires– a much deeper dive than this document affords. For example, the Court, before Marbury v. Madison, had in 1796 exercised judicial review in the Hylton v. United States case–the adducing of which would help students understand a key concept in Supreme Court jurisprudence: stare decisis, also known as precedent.

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.

Cartel (n)

Here’s one more post before I take a vacation from this blog for a few days, to wit, a context clues worksheet on the noun cartel. It’s a word that shows up in social studies classes, particularly those United States history classes that deal with 1970s global oil markets and their effect on the American economy.

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.

Guaranteed Death—Avoid 14

Fourteen is a number to avoid in any context in China and most of the Far East, for its tones sound like ‘guaranteed death.’ Do do not bother looking for a 14th floor in an apartment block, number 14 in a row of houses, or the use or ‘14’ in a number plate or telephone number. Other Chinese numbers to avoid, to a lesser extent, include 4 (which sounds like ‘death’), 5 (which sounds like ‘not’), and 6 (which sounds like ‘decline’). And, as if to bear this out, in our world lives and teaches the fourteenth Dalai Lama, a spiritual hero fated to witness the slow death of his Tibetan homeland.”

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.

Word Root Exercise: Anthrop/o

Here is a worksheet on the Greek word root anthrop/o. It means man and human; I always teach it as meaning simply human, just as I avoid locutions like “mankind” in the interest of avoiding sexism in language.

You can probably already perceive that this is very productive root in English. It gives us, of course, anthropology, anthropocentric, philanthropy, and misanthrope among a number of other commonly used words in the high school curriculum. And it you are interested in teaching students about global warming and environmental degradation in this, the Anthropocene Era, this is worksheet leads the way in building the necessary vocabulary for such an endeavor.

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: Mixed Economy

Here is a Cultural Literacy worksheet on the concept of a mixed economy. It’s a full-page worksheet with four questions, but it can–and very easily, because it is a Microsoft Word Document–be expanded or contracted depending on how much you need students to know about the subject. It’s decent general introduction, but it does presuppose some knowledge of the difference between market and command economies, and private and public enterprises.

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.

Terms of Art: Anglophile, Anglophobe, Anglophone

“Anglophile: 1. Admiring or loving England and the English and/or the English language: the anglophile party in Scotland. 2. Someone with such an attitude: unrepentant Anglophiles. The term may or may not include Britain as a whole, and non-English Britons may experience Anglophilia.

Anglophobe: 1. Also Anglophobic. Fearing or hating England and the English and/or the English language: Anglophobe reaction. 2. Someone with such an attitude: an inveterate Anglophobe. The term may or may not include Britain as a whole, and non-English Britons may experience Anglophobia.

Anglophone: [Often used without an initial capital]. 1. A speaker of English: (Africa) locally born anglophone whites; (Quebec) certified anglophones, permitted by law to send their children to English-medium schools. 2. Of speakers of English: an anglophone school. The term occurs mainly where French is also used. It contrasts with francophone (French-speaking), allophone (speaking a language other than French or English), arabophone (speaking Arabic), hispanophone (speaking Spanish), lusophone (speaking Portugese), etc.”

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005

Absurd

“Absurd: A philosophical term for a fundamental lack of reasonableness and coherence in human existence. The philosophical and theological roots of the term can be traced to Tertullian (160?-?230), an early Father of the church who argued that the surest sign of the truth of Christianity is its absurdity. He posited that the idea of an infinite deity incarnating himself and undergoing suffering for human beings is so irrational that no one would invent such a story; therefore it must be true. Tertullian’s summary statement was Creo quia absurdum est (I believe because it is absurd). Centuries later, Soren Kierkegaard reemphasized the absurdity of Christianity. He suggested that rational ‘proofs,’ however convincing, are blocks, not aids, to faith. A faith that requires proofs is no faith at all. One can only choose Christianity, with its manifest absurdities, or choose an alternative way of life, with its latent absurdities. The choice of Christianity is a ‘leap of faith’ for which there are no strictly rational criteria.

With Martin Heidegger, Karl Jaspers, and Jean-Paul Sartre, the concept of absurdity became almost completely secularized as the basis for existentialism. According to the existentialist concept, man is thrown into an alien, irrational world in which he must create his own identity through a series of choices for which there are no guides or criteria. Because man cannot avoid making choices—to refrain from choosing is a choice—man is condemned to be free. This absurdity is an inescapable part of the human situation. In his novel Nausea, Sartre regards it as the irresoluble paradox of human existence.

The concept of the absurd in modern literature originated with the early surrealists, in works such as Alfred Jarry’s play Ubu Roi. The concept is used by Albert Camus in his essay The Myth of Sisyphus and in his novel The Stranger, where he emphasizes the psychological implications of the absurd.

Writers have also attempted to convey the concept of the absurd through deliberate distortions and violations of conventional forms, to undermine ordinary expectations of continuity and rationality. Among the most notable writers in the literature and Theater of the Absurd are Samuel Beckett, Eugene Ionesco, and Jean Genet.”

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

Salvador Dali

Here is a reading on Salvador Dali along with its accompanying vocabulary-building and comprehension worksheet.

It is a good general introduction to the artist’s life, containing both personal and professional biographical material. Of particular interest to students, perhaps (I saw Un Chien Andalou as a high school junior and found it both horrifying and compelling; in any case, it is a cultural product that is de rigueur if one is to count oneself among the a certain strand of the cognoscenti), are Dali’s collaborations with Luis Bunuel.

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.

Term of Art: Mapping

“mapping:  In educational terms, a strategy for displaying related ideas in a visual format. Mapping may refer to flow charts, diagrams, or using color coding to draw connections and help recall information. One important example of mapping is ‘mind-mapping’ (also called clustering), which is used in the process of writing to generate and organize ideas and information that can eventually be translated into a linear outline.

A mind map might consist of a core topic at the center of the page, with major subtopics spreading outward from it, and relevant details attached to each subtopic. Such an approach may be especially helpful for individuals who have difficulty with sequencing information but are strong in the area or visual-spatial reasoning.

Likewise a graphic organizer for representing information may help a student who has trouble with reading comprehension because of problems organizing and identifying key information and relationships between concepts and supporting evidence.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.