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 Learning Support on the Concept of Solipsism

Here is a learning support on the concept of solipsism that I worked up for a student in the excellent Senior English Language Arts class I’ve co-taught with Jason Zanitsch during these final years of my teaching career. There are more differentiated materials and learning supports from this course forthcoming.

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.

Concepts in Economics: Free Enterprise System

“Free enterprise system: A term with political overtones used to describe an economy in which the initiative for production and consumption decisions lies with individuals and companies, and there is limited government regulation. See also MARKET ECONOMY.

Excerpted from: Black, John, Nigar Hashimzade, and Gareth Myles. A Dictionary of Economics. New York: Oxford University Press, 2017.

Three Learning Supports Adapted from the High School Edition of They Say, I Say

As I continue to clean out differentiated material folders, I found three learning supports I whipped up from the high school edition of Gerald Graff and Cathy Birkenstein’s They Say/I Say, The Moves that Matter in Academic Writing (New York: Norton, 2018). Ergo, here are a glossary of expository terms, a list of commonly used transition words, and a list of argumentation templates divided into two parts (for ease of use, and depending on the students using these, you might want to divide them into even smaller parts), argumentation templates I and argumentation templates II.

I hope this material is useful to you, but if you need something like this, I imagine you found different versions of these document that I posted several years ago.

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 List of Questions to Provoke Thought about the Economic and Social Practice of Redlining


 

OK, moving right along this morning. Several years ago, I became quite interested in the history of mortgage lending in the United States, particularly the practice of redlining. I read Richard Rothstein’s excellent book The Color of Lawwhich I highly recommend to you, particularly if you are interested in cities and social justice. The topic of redlining came up in one of the 11th-grade English classes I co-taught, so I worked up this questions to inform thinking on redlining to distribute to students.

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.

 

Refugee Intellectuals

“Refugee Intellectuals: (1930-1940) During the 1930s, a galaxy of European intellectuals–authors, artists, scholars, scientists–fled European totalitarianism and found refuge, permanent or temporary, in the United States. Their contributions to the nation’s cultural life–and later to its war effort–were incalculable. The hundreds of refugee intellectuals included:

  • George Balanchine, Russian dancer and choreographer, to U.S. 1933
  • Hans Bethe, German physicist, to U.S. 1935.
  • Bertolt Brecht, German playwright and poet, in U.S. 1941-49
  • Marcel Breuer, Hungarian architect, to U.S. 1937
  • Rudolf Carnap, German philosopher, to U.S. 1936
  • Albert Einstein, German physicist, to U.S. 1933
  • Erik Erikson, German psychoanalyst, to U.S. 1933
  • Max Ernst, German painter, in U.S. 1939-49
  • Enrico Fermi, Italian physicist, to U.S. 1938
  • Erich Fromm, German psychoanalyst, to U.S. 1934
  • Walter Gropius, German architect, to U.S. 1937
  • George Grosz, German painter, to U.S. 1933
  • Paul Hindemith, German composer, in U.S. 1940-52
  • Hans Hofmann, German painter, to U.S. 1930
  • Karen Horney, German psychoanalyst, to U.S. 1932
  • Wolfgang Kohler, German psychologist, to U.S. 1934
  • Fritz Lang, German film director, to U.S. 1934
  • Thomas Mann, German author, in U.S. 1938-53
  • Herbert Marcuse, German political philosopher, to U.S. 1934
  • Ludwig Mies van der Rohe, German architect, to U.S. 1937
  • Lazlo Moholy-Nagy, Hungarian painter, to U.S. 1937
  • Hans Morgenthau, German political scientist, to U.S. 1937
  • Erwin Panovsky, German art historian, to U.S.
  • Erwin Piscator, German theatrical director, in U.S. 1939-1951
  • Arnold Schoenberg, Austrian composer, to U.S. 1931
  • Joseph Schumpeter, Austrian economist, to U.S. 1932
  • Isaac Bashevis Singer, Polish-Yiddish novelist, to U.S. 1935
  • Igor Stravinsky, Russian composer, to U.S. 1937
  • George Szell, Hungarian conductor, to U.S. 1937
  • Leo Szilard, Hungarian physicist, to U.S. 1938
  • Edward Teller, Hungarian physicist, to U.S. 1935
  • Paul Tillich, German theologian, to U.S. 1933
  • Arturo Toscanini, Italian conductor, to U.S. 1930
  • John Von Neumann, Hungarian mathematician, to U.S. 1930
  • Bruno Walter, German conductor, to U.S. 1938
  • Kurt Weill, German composer, to U.S. 1935
  • Max Wertheimer, German psychologist, to U.S. 1933
  • Eugene Wigner, Hungarian physicist, to U.S. 1930

Excerpted from: Rosenbaum, Robert A. The Penguin Encyclopedia of American History. New York: Penguin, 2003.

James Russell Lowell with a Somehow Timely Assessment of Democracy

“Democracy gives every man the right to be his own oppressor.”

James Russell Lowell

Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.

Concepts in Sociology: Ageism

“ageism: A term first employed by Dr. R.N. Butler, director of the American Institute for Aging in 1968. It refers to the negative stereotype of elderly individuals, which prejudicially describes them as senile, rigid in their attitudes and psychologically and socially dependent. Ageism has become important as a political issue with the greying of populations in Western societies. ‘New ageism’ refers to intergenerational conflicts where the elderly are condemned for being ‘takers’ and not ‘givers.’”

Excerpted from: Abercrombie, Nicholas, Stephen Hill, and Bryan S. Turner. Dictionary of Sociology. New York: Penguin, 2006.

Abstract-Creation

Abstraction-Creation: A group of abstract artists gathered in Paris in the 1930s—some of them exiles from Nazi Germany—which attracted representatives of all currents of Abstract Art, from Constructivism to Suprematism. The group issued an annual periodical by the same name.”

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

Word Origins: Banana

banana: [L16th] Africa is the original home of the banana. The word traveled to English through Portuguese and Spanish from Mande, a language group of West Africa, arriving in the 16th century. In the 20th century slang expressions began to appear. American people began to go bananas with excitement, anger, or frustration in the 1950s. The top banana, ‘the most important person in an organization,’ derives from US theatrical slang. It referred to the comedian with top billing in a show, a use first recorded in 1953 from a US newspaper, which also mentions second and third bananas. People have been slipping on a banana skin since the beginning of the 20th century: the comic writer P.G. Wodehouse (1881-1975) referred in 1934 to “Treading upon Life’s banana skins.” The banana republic, a small state, especially in Central America, whose economy is almost entirely dependent on its fruit-exporting trade, was referred to as early as 1904.”

Excerpted from: Creswell, Julia. Oxford Dictionary of Word Origins. New York: Oxford University Press, 2010.

The Weekly Text, 10 July 2026: Introduction to Writing Sentences Lesson 5, Writing the Compound Sentence

This week’s Text is the fifth lesson plan (of 17 lessons) of the Introduction to Writing Sentences Unit, this one on writing compound sentences. This lesson begins with a do-now, if you’re so inclined, this one a Cultural Literacy worksheet on the compound sentence; this is a half-page worksheet with a reading of one longish sentence and two comprehension questions.

This scaffolded worksheet is the primary work of this lesson. Here is a learning support on coordinating conjunctions to help students understand their use in compound sentences.

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.