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.

Concepts in Sociology: Achievement Motivation

“achievement motivation: The need to perform well, or achievement motivation, significantly determines a person’s effort and persistence in reaching some given standard of excellence, or in comparison with competitors, and the level of aspiration that is involved in that standard or competition. This motivation is seen by psychologist D.C. McClelland (1961;1971) as a major determinant of entrepreneurial activity and as a cause of rapid economic growth when widely dispersed in a society. Many managerial roles are also said to require individuals with a high need for achievement if they are to be performed well. McClelland believes that such needs are learned in childhood, when individuals are socialized into the culture of their societies, rather than being innate. Other needs that may be learned are the needs for power, affiliation and autonomy.”

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

Cultural Literacy: Hedonism

As I prepared to publish this Cultural Literacy worksheet on hedonism, I found myself thinking that most high school students, most adolescents, do understand that the pursuit of pleasure and happiness is, if not the highest good in life, is close enough. I certainly did as a teenager. This short reading does a nice job connecting the concept of hedonism to the Epicureans.

In any case, this is a half-page worksheet with a two-sentence reading and three comprehension questions.

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.

The Doubter’s Companion: Boring

“Boring: The scientific community speaks about its work in a cool and disinterested manner. To present an exciting profile would be unprofessional. Any excess of emotion would suggest a lack of neutrality and therefore a tendency to read what they want in the facts rather than reporting what they see. Scientific objectivity must therefore appear to be boring.

Scientists are well aware that their work is neither boring nor objective. If it were, very few discoveries would be made.

Social science, being falsely empirical, is triply obsessed by the obligation to present itself as the objective interpretation of observed reality. Since the more or less hard edges of scientific inquiry are not involved, social scientists are free to be more categorical about truth, reality and what they call facts. They therefore seek to be more boring than scientists.”

Excerpted from: Saul, John Ralston. The Doubter’s Companion. New York: The Free Press, 1994.

She-Ji or She-Chi

“She-Ji or She-Chi: Ancient Chinese compound deity of the soil and harvests. China’s earliest emperors worshiped She (earth), for they alone had responsibility for the entire earth and country. Since ordinary people had no part in this courtly worship, the came to focus their worship on the god of grain (Ji). Local shrines held two images, one of She and one of Ji, and eventually the two images were considered man and wife.”

Excerpted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Cultural Literacy: Tiananmen Square

Finally, for Asian Pacific American Heritage Month 2026, here is a Cultural Literacy worksheet on Tiananmen Square. This is a half-page worksheet with a one-sentence reading and one comprehension question.

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.

Red Guards

“Red Guards: Radical university and high-school students formed into paramilitary units of the Chinese Cultural Revolution. They responded in 1966 to Mao Zedong’s call to revitalize the revolutionary spirit of the Chinese Communist Party and went so far as to attempt purging the country of its pre-Communist culture. With a membership in the millions, they attacked and persecuted local party leaders, schoolteachers, and other intellectuals. By early 1967 they had overthrown party authorities in many localities. Internal strife ensued as units argued over which best represented Maoist thought. Their disruptions of industrial production and urban life led the government to redirect them to the countryside in 1968, where the movement gradually subsided.”

Excerpted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Tokyo Trials

“Tokyo Trials: The war crimes trials of Japanese leaders after World War II. Between May 1946 and November 1948, 27 Japanese leaders appeared before an international tribunal charged with crimes ranging from murder and atrocities to responsibility for causing the war. Seven, including the former Prime Minister, Tojo Hideki, were sentenced to death and 16 to life imprisonment (two others receiving shorter terms), but General MacArthur refused to allow the Emperor Hirohito to be tried for fear of undermining the postwar Japanese state.”

Excerpted from: Wright, Edmund, Ed. The Oxford Desk Encyclopedia of World History. New York: Oxford University Press, 2006.

The Weekly Text, 29 May 2026, Asian Pacific American Heritage Month Week V: A Reading and Comprehension Worksheet on Mao Zedong

This week’s Text, for the final Friday of Asian Pacific American Heritage Month 2026, is this reading on Mao Zedong with its accompanying vocabulary-building and comprehension worksheet. Mao was and is a world-historical figure, so I must assume he remains part of a Global Studies curriculum in some states.

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.

Sukarno

“Sukarno: (1901-1970) First president of Indonesia (1949-66). Son of a Javanese schoolteacher, he excelled in languages, mastering Javanese, Sudanese, Balinese, and modern Indonesian, which he did much to create. He emerged as a charismatic leader in the country’s independence movement. When the Japanese invaded in 1942, he served them as a chief adviser, while pressuring them to grant Indonesia independence. Immediately following Japan’s defeat, he declared independence; the Dutch did not transfer sovereignty until 1949. Once he became president, Indonesia made gains in health, education, and cultural self-awareness, but democracy and the economy floundered. His government was corrupt, inflation soared, and the country experienced a continuous state of crisis. An attempted coup by communists in 1965 led to a military takeover by Suharto and a purge of alleged communists left some 300,000 dead.

Excerpted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Cultural Literacy: Sukarno

In August of 2021, while I was looking for an apartment in New York after three disastrous years in New England, I read Vincent Bevins’ excellent book, The Jakarta Method (New York: Public Affairs, 2020). The book chronicles the United States’ policy, executed by way of the Central Intelligence Agency, of abetting anti-communist mass killings during the Cold War. Jakarta, of course, is the capital of Indonesia.

You’ve probably already guessed that Jakarta, and Indonesia, were in fact the site of mass killings; some 500,000 people lost their lives in anti-communist violence aroused by Suharto in 1965. Until Suharto deposed him, Sukarno lead Indonesia. He was an internationalist, and anti-imperialist, and as such one of the progenitors of the Non-Aligned Movement. This was a group of nations that rejected Cold War bipolarity and refused, as the name of their movement implies, to align themselves with the Cold War superpowers, i.e. the Soviet Union and the United States.

So, finally, here is a Cultural Literacy worksheet on Sukarno. This is a half-page worksheet with a reading of one sentence and one comprehension question. I think this is woefully inadequate, which is why you have been compelled (or impelled, depending on how interesting you find all of this) to slog through those first two paragraphs.

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.