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.

A Lesson Plan on Plato

Here is a lesson plan on Plato, the eighth (as above and below) of an eleven-lesson global studies unit on the origins of religion and philosophy.

I open this lesson with this context clues worksheet on debate as a verb (it’s used both intransitively and transitively), and another on the adjective cogent in the event the lesson spills over into a second day. The principal work of this lesson is this short reading with comprehension questions on Plato.

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.

Socrates on Consumerism

“[On looking at an expensive shop:] ‘How many things I can do without.’”

Quote in Diogenes Laertius, Lives of the Philosophers

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

A Lesson Plan on Socrates

This lesson plan on Socrates (as above and below) is the seventh of an eleven-lesson global studies unit on the origins of religion and philosophy. This is a lesson, owing to Socrates’ importance to methods of inquiry (as well as informing my own teaching practice, which is something I wanted students to understand and take away from this lesson), was definitely designed to unfold over at least two days if possible.

I open this lesson with this Cultural Literacy worksheet on the concept of a faction; for the second day of the lesson, here is a context clues worksheet on the noun justice. Here are the reading on Socrates and its accompanying vocabulary-building and comprehension worksheet that are the primary work for this lesson. Here, also, is a shorter worksheet that I intended either for a class that struggled with the longer reading, or to use as independent practice (i.e. homework).

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.

A Lesson Plan on Myths and Mythology

Here, as above and below, is the sixth in an eleven-lesson global studies unit on the origins of religion and philosophy, to wit, a lesson plan on myths and mythology.

I open this lesson with this context clues worksheet on the noun protagonist and include here, in the event the lesson spans two days (as previously mentioned, I am all but certain I intended) another on the noun antagonist. This is an unmistakably complementary and complimentary pair of words for a lesson on mythological figures.

Finally, here is the reading and comprehension questions that are the central work of this lesson. You’ll also need this learning support on the Roman gods for the independent practice (i.e. homework) for this lesson.

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.

A Lesson Plan on Siddhartha Gautama as Buddha

This lesson plan on Siddhartha Gautama as Buddha is, as above and below, the fifth lesson of an eleven-lesson global studies unit on the origins of the religion and philosophy.

I open this lesson with this context clues worksheet on the adjective austere and include another on the noun cosmology in the event the lesson goes into a second day, as I think I assumed I would. Finally, here is the reading with comprehension questions that is the principal work of this lesson.

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.

Book of Answers: Primo Levi

“How old was Primo Levi (1919-1987) when he was sent to Auschwitz? Twenty-four. The Italian Jewish writer tells the story of his captivity in Auschwitz from 1944 to 1945 in Sequesto e un uomo (tr. If This Is a Man, 1947). In the United States, the book is entitled Survival in Auschwitz (1958).”

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

A Lesson Plan on Hinduism

This lesson plan on Hinduism is the fourth lesson in a eleven-lesson global studies unit on the origins of religions and philosophy. I think I planned the do-nows as part of the lesson because there are three of them: the first is a context clues worksheet on the noun class, used in the sense of social class; the second is another context clues worksheet, this one on the noun monsoon; the third short exercise is this Cultural Literacy worksheet on the concept of reincarnation.

And here is the reading and comprehension questions that are the center of this lesson.

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.

Term of Art: Hebrew

“Hebrew: West Semitic, spoken in the interior of Palestine; the language of the Jewish Bible (Old Testament), progressively influenced and replaced by Aramaic from the 8th century BC. Last attested in the 2nd century AD; thereafter a written and liturgical language, until revived in its modern form, especially from the 1920s, as a progressive official language of Jewish settlers in what is now Israel. Written in a Semitic alphabet whose modern form (‘square Hebrew’) can be traced back to the 3rd century AD.”

Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.

A Lesson Plan on the Israelites and the Jews

Moving along to lesson number three in a eleven-lesson global studies on the origins of religion and philosophy, here is a lesson plan on the Israelites and the Jews. I open this lesson with this context clues worksheet on the adjective consecutive; for the second day of this lesson, if there is one, here is another another context clues worksheet on the adjective ethnic. Finally, here is the reading and comprehension questions that are at the center of this lesson on the origins of Judaism.

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.

A Lesson Plan on Moses and Monotheism

As below (and above) here is a lesson plan on Moses and Monotheism, the second in a unit of eleven global studies lessons.

I open this lesson with this context clues worksheet on the noun covenant, the inclusion of which in this lesson I assume is obvious. In the event this lesson goes into a second (I’m fairly certain I intended that it would), then here is another context clues worksheet on the verb assimilate, which is used both intransitively and transitively. Finally, here is the reading and comprehension questions on Moses and the origins of the Judaism.

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.