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.

Term of Art: Acute Stress Disorder

“acute stress disorder: A transient anxiety disorder following exposure to a traumatic event, with a similar pattern of symptoms to post-traumatic stress disorder plus symptoms of disassociation (such as dissociative amnesia, depersonalization, derealization) but occurring within four weeks of the traumatic event. If the symptoms persist beyond four weeks, then a diagnosis of post-traumatic stress disorder may be considered.

[From the Latin acutus sharpened, from acuere, to sharpen, from acus a needle]”

Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.

A Lexicon of Terms Related to Le Corbusier: Brutalism and Beton Brut

“Brutalism: A term coined by the British to characterize the style of Le Corbusier in the early 1950s and others inspired by him. His buildings at Marseilles, France, and Chandigarh, India, make use of Beton Brut. Increasingly occupied with sculptural effects, brutalist architects moved away from the geometric purism of the International Style.”

“Beton Brut: ‘Raw concrete’ is the result of pouring wet cement into a temporary form made of timber or metal. When the cement dries the form’s texture remains imprinted upon the surface. It’s an important element in the work of Le Corbusier.

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

Circadian Rhythms

For just over ten years, I served in a school without windows in any of the classrooms. In fact, that school has been in the news recently for deficiencies in its reopening plan.

Students, as they will (and I thank them for it), often questioned and commented about the building–it really was dismal–and wanted to discuss it at times. I used this reading on circadian rhythms and its attendant vocabulary-building and comprehension worksheet as a way of capitalizing on students’ desire to know why their school possessed the architectural charm of a maximum security prison.

In any case, the reading doesn’t necessarily answer any questions. It does present opportunities to ask critical questions about allocation of public resources, investment in communities, and whether or not one needs to see daylight to operate on a circadian cycle.

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.

The Algonquin Wits: Robert E. Sherwood on Presidential Elections and Succession

“Discussing modern presidential history, Sherwood once stated: ‘All Coolidge had to do in 1924 was to keep his mean trap shut, to be elected. All Harding had to do in 1920 was repeat ‘avoid foreign entanglements.’ All Hoover had to in 1928 was to endorse Coolidge. All Roosevelt had to do in 1932 was to point to Hoover.’”

Robert E. Sherwood

Excerpted from: Drennan, Robert E., ed. The Algonquin Wits. New York: Kensington, 1985.

Cultural Literacy: Bread and Circuses

After last night, I can’t think of a better time to post this Cultural Literacy the concept of bread and circuses. The term comes from ancient Rome, as I suspect most people know; it was meant, originally, as a plaint against the declining heroism of the Roman people, who were willing to exchange the Roman Republic for the Roman Empire–to forego the work of maintaining a republic for the spectacle, noise, and distraction of the empire’s conquests and programs–free bread among them–designed to control the populace.

In the context of current American politics, I suppose a teacher could contextualize this to describe how Americans were willing to sacrifice intellect and reason for emotion and nonsense.

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.

A Lesson Plan on the Chronology of Space Flights from The Order of Things

Here’s a lesson on the chronological order of international space flights and the list as reading and comprehension questions that constitute the lesson’s work. This lesson derives, as does every lesson on this blog under the header The Order of Things, from Barbara Ann Kipfer’s book of the same name.

Incidentally, I’ve just finished writing all the lessons and worksheets for the unit they comprise. There are 50 lessons in all, and I’ll soon post supporting documents for the unit, including a user’s manual for the worksheets and the unit plan itself.

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.

Abstain (vi)

OK, last but not least this morning, here is a context clues worksheet on the verb abstain, which is in fact Merriam-Webster’s Word of the Day today. It is only used intransitively, and it is a word students probably ought to know and be able to use.

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.

Henry Adams on Politics

“Politics as a practice, whatever its professions, has always been the systematic organization of hatreds.”

Henry Adams

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

Cultural Literacy: Populism

If there was ever a time where students ought to be receiving rigorous instruction in civic and politics, it’s now. And I don’t mean to say that this Cultural Literacy worksheet on the political philosophy of populism is the solution to any deficit in civics instruction, but it’s a start, especially for struggling learners and emergent readers.

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: Antonomasia

“Antonomasia: [Stress: ‘an-to-no-May-zy-a’]. 1. In rhetoric, the use of an epithet to acknowledge a quality in one person or place by using the name of another person or place already known for that quality: Henry is the local Casanova; Cambridge is England’s Silicon Valley. 2. The use of an epithet instead of the name of a person or thing: the Swan of Avon William Shakespeare.”

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