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: Archetype

“Archetype: (Greek “original pattern) A basic model from which copies are made; therefore a prototype. In general terms, the abstract idea of a class of things which represents the most typical and essential characteristics shared by the class; thus a paradigm of exemplar. An archetype is atavistic and universal, the product of “the collective unconscious” and inherited from our ancestors. The fundamental facts of human existence are archetypal: birth, growing up, love, family and tribal life, dying, death, not to mention the struggle between children and parents, and fraternal rivalry. Certain character or personality types have become established as more or less archetypal. For instance, the rebel, the Don Juan (womanizer), the all-conquering hero, the braggadocio, the country bumpkin, the local lad who makes good, the self-made man, the hunted man, the siren, the witch and femme fatale, the villain, the traitor, the snob and the social climber, the guild-ridden figure in search of expiation, the damsel in distress, and the person more sinned against than sinning. Creatures, also, have come to be archetypal emblems. For example, the lion, the eagle, the snake, the hare and the tortoise. Further archetypes are the rose, the paradisiacal garden and the state of “pre-Fall” innocence. Themes include the arduous quest of search, the pursuit of vengeance, the overcoming of difficult tasks, the descent into the underworld, symbolic fertility rites and redemptive rituals.

The archetypal idea has always been present and diffused in human consciousness. Plato was the first philosopher to elaborate the concept of archetypal or ideal forms (Beauty, Truth, Goodness) and divine archetypes. Since the turn of the 19th century the idea and the subject have been explored extensively. Practitioners of the two sciences of comparative anthropology and depth psychology have made notable contributions. The major works in this venture of discovery include: J.G. Frazer’s The Golden Bough (1890-1915); C.G. Jung’s “On the Relation of Analytical Psychology to Poetic Art” (1922) in Contributions to Analytical Psychology (1928) and ‘Psychology and Literature’ in Modern Man in Search of a Soul (1933); Sigmund Freud’s A General Introduction to Psychoanalysis (1920); Maud Bodkin’s Archetypal Patterns in Poetry (1934); G. Wilson Knight’s Starlit Dance (1941); Ernst Cassirer’s Language and Myth (translated 1946); Robert Graves’s The White Goddess (1948); Richard Chase’s Quest for Myth (1949); Joseph Campbell’s The Hero with a Thousand Faces (1949); Philip Wheelwright’s The Burning Fountain (1954) and his Metaphor and Reality (1962); B.[arbara] Seward’s The Symbolic Rose (1960); Northrop Frye’s Anatomy of Criticism (1957) and ‘The Archetypes of Literature’ in Fables of Identity (1963), plus several other inquiries.”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

Word Root Exercise: Mort

OK, moving right along this morning, here is a worksheet on the Latin word root mort, which means dead and death. This is an extremely productive root in English and includes many words, alas, in use at this very sad and trying moment in human history.

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.

Book of Answers: The Gutenberg Bible

“When was the Gutenberg Bible published? Circa 1456, at Mainz, Germany. It was the first printed Bible and the first book set on movable metal type. German printer Johannes Gutenberg, inventor of movable type, is believed to have printed it, though Johann Fust and Peter Schoffer are also candidates.”

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

Term of Art: Vocationalism

“Vocationalism: An educational philosophy or pedagogy, claiming that the content of the curriculum should be governed by its occupational or industrial utility, and marketability as human capital.”

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

Cultural Literacy: Knee-Jerk Reflex

OK, moving right along this morning, here is a Cultural Literacy worksheet on the concept of the “knee-jerk reflex.” This squib that drives this worksheet does a nice, succinct job of showing the relationship between the literal and the metaphorical in this expression–so that’s a concept you might be able to explore in greater depth consequent to this document.

Just sayin’.

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.

John Dewey

“John Dewey: (1859-1952) American teacher, philosopher, and educational reformer. A believer in William James’s Pragmatism, Dewey employed the principles of that philosophy in his progressive movement in education. He advocated “learning by doing,” rejecting traditional autocratic methods of teaching by rote. Although his principles were adapted by many, not all of Dewey’s disciples were restrained by common sense. Among his many books are The School and Society (1899; rev 1908, 1915, 1932), Interest and Effort in Education (1913), Democracy and Education (1916), The Quest for Certainty (1929), Art as Experience (1934), and The Problems of Men (1946).”

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

Jesse James

Here, on a Friday morning, is a reading on Jesse James along with its accompanying vocabulary-building and comprehension worksheet. Somewhere along the line (for me it was probably consequent to seeing, when I was 12 years old, Philip Kaufman’s film “The Great Northfield Minnesota Raid“) Jesse James attained status as something of a folk hero. As this reading discloses, he was a nasty piece of work–a Confederate sympathizer, klansman, and cold-blooded murderer. In today’s Republican party, he could be a congressional candidate.

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.

Aesop’s Fables: “The Milkmaid and Her Pail”

Here is a lesson plan on the Aesop’s Fable “The Milkmaid and Her Pail.” Of course you’ll need the reading with its comprehension questions to teach this short passage on hopes and reality.

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.

Karl Kraus on Our Current Political Reality

“The secret of the demagogue is to make himself as stupid as his audience so that they believe they are as clever as he.”

Karl Kraus

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

A Lesson Plan on the Latin Word Roots Graph and Graphy

OK, last but not least this morning, before I head out to the grocery store (aside: don’t forget to thank the brave workers staffing our grocery stores–if there is any justice in this world, they will emerge from this pandemic among–to use another word deriving from. the Latin root pan–among the pantheon of heroes), here is a lesson plan on the Latin word roots graph and graphy. These mean writing, written, recording, drawing and science; you will recognize immediately, even before looking at the scaffolded worksheet at the center of this lesson, that these are two very productive roots in English.

I open this lesson with this context clues worksheet on the verb record, which is used both intransitively and transitively.

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.