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: Effective

“Effective: Indicating (with a verb) the final stage or point or the result of an action.”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Historical Term: Agitprop

“agitprop Agitation propaganda, a theatrical device employed by the left-wing in Europe and the USA during the 1950s; in the 1960s it developed into what is now termed ‘street theater.’ Its purpose was to convey a political message, or political education, by seeking to interest and entertain.”

Excerpted from: Cook, Chris. Dictionary of Historical Terms. New York: Gramercy, 1998.

Cultural Literacy: Bourgeoisie

Here is a Cultural Literacy worksheet on the bourgeoisie for all you social studies teachers out there. I found, when I taught global studies classes, that this abstract concept was somewhat difficult for students to grasp.

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.

Use the Active Voice

[If you want a copy of this text as learning support in Microsoft Word you’ll find it under that hyperlink.]

“Use the active voice.

The active voice is always more direct and vigorous than the passive:

I shall always remember my first visit to Boston.

This is much better than

My first visit to Boston will always be remembered by me.

The latter sentence is less direct, less bold, and less concise. If the writer tries to make it more concise by omitting “by me,”

My first visit to Boston will always be remembered,

it becomes indefinite: is it the writer or some undisclosed person or the world at large that will always remember this visit?

This rule does not, of course, meant that the writer should entirely discard the passive voice, which is frequently convenient and sometimes necessary.

The dramatists of the Restoration are little esteemed today.

Modern readers have little esteem for the dramatists of the restoration.

The first would be the preferred form in a paragraph on the dramatists of the restoration, the second in a paragraph on the tastes of modern readers. The need to make a particular word the subject of the sentence will often, as in these examples, determine which voice is to be used.

The habitual use of the active voice, however, makes for forcible writing. This is true not only in narrative concerned principally with action, but in writing of any kind. Many a tame sentence of description or exposition can be made lively and emphatic by substituting a transitive in the active voice for some such perfunctory expression as there is or could be heard.

There were a great deal of dead leaves lying on the ground.

 Dead leaves covered the ground.

 At dawn the crowing of a rooster could be heard.

 The cock’s crow came with dawn.

 The reason that he left college was that his health became impaired.

 Failing health compelled him to leave college.

 It was not long before she was very sorry that she had said what she had.

 She soon repented her words.

Note, in the examples above, that when a sentence is made stronger, it usually becomes shorter. Thus, brevity is the by-product of vigor.”

Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.

The Last of the Mohicans

“The Last of the Mohicans: A romantic historical novel (1826) by the US writer James Fenimore Cooper (1789-1851), one of The Leatherstocking Tales. This tale is set in the hills and forests of northeastern North America at the time of the French and Indian Wars of the mid-18th century, and follows the adventures of Alice and Cora Munro, the frontiersman Natty Bumppo (also called Hawkeye), the unpleasant Huron leader Magua, and Chingachgook and his son Uncas, the last of the Mohicans—the rest of their tribe have been killed off by the Hurons. At the end Uncas and Cora are forced to jump off a cliff to their deaths to escape their enemies.

Historically, Uncas was a 17th-century chief of the Mohegans, an Algonquian tribe of Connecticut. Cooper apparently confused the Mohegans with the Mahicans, an Algonquian confederacy along the Hudson River.

There have been a number of film versions, the finest being those from 1936, Randolph Scott as Hawkeye, and 1992, with Daniel Day-Lewis in the role.”

Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.

Frank Rich on “Starlight Express”

“A confusing jamboree of piercing noise, routine roller skating, misogyny and Orwellian special effects, Starlight Express is the perfect gift for the kid who has everything except parents.”

Frank Rich

Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.

Term of Art: Teleology

“Teleology: A teleological explanation either explains a process by the end-state towards which it is directed; or explains the existence of something by the function it fulfills. In sociology, the former tends to be confined to theories of purposive human action, whereas the latter is a feature of functionalism. It is widely argued that teleological explanations are admissible only with reference to individuals and groups since they alone have explicitly formulated purposes or goals. Societies, by contrast, set themselves no such objectives. Evolutionary and systems theories, as well as theories which imply a historical logic or inevitability (such as historical materialism), are often criticized as being unacceptably teleological—although there have been controversial attempts to argue that even these explanations can be translated into conventional causal accounts.”

Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.

A Lesson Plan on Civilizations and Their Characteristics

Here is a lesson plan on civilizations and their characteristics.

I open this lesson with this context clues worksheet on the compound noun city-state; in the event this lesson enters a second day, here is a second context clues worksheet on the noun industry–a characteristic of civilizations, even if such industries (e.g. metalworking) were small in scale and primitive in technological accomplishment. This reading and comprehension worksheet is at the center of the unit. I write the reading passage myself, synthesizing a variety of readings from encyclopedias, because I wanted to make sure that I touched all the conceptual bases of civilizations as they appear (or, at this point, perhaps, appeared) on the New York State Regents Examination for Global Studies. Finally, even though I never annotated it (feel free!), here is the teacher’s copy of the worksheet.

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: Distributive

“Distributive: Indicating reference to a particular thing of to every member of a group, e.g., the pronouns ‘each’ and ‘none.’”

 Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Word Root Exercise: Rub

Here is a worksheet on the Latin word rub. It means red, as you will quickly infer from its basis in the English word ruby. It also shows up in the noun rubella, a form of measles. Care to guess what color they are?

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.