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.

Ralph Tyler on Organizing Curricula

“In identifying important organizing principles, it is necessary to note that the criteria, continuity, sequence, and integration apply to the experiences of the learner and not to the way in which these matters may be viewed by someone already in command of the elements to be learned. Thus, continuity involves the recurring emphasis in the learner’s experience upon these particular elements; sequence refers to the increasing breadth and depth of the learner’s development; and integration refers to the learner’s increased unity of behavior in relating to the elements involved.”

Ralph W. Tyler

Basic Principles of Curriculum and Instruction

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.

Word Root Exercise: Radic, Radix

If you can use it, here is a worksheet on the Latin roots radic and radix. They mean root. I imagine teachers in both mathematics and the hard sciences recognize these roots. They are at the base of terms of art in your domains such as radical as well as some big words related to neuropathic disease.

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 Gotti

Over the time I’ve offered them, I’ve found this reading on John Gotti and its accompanying vocabulary-building and comprehension worksheet to be relatively high-interest material among the students I serve.

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: Cognitive Dissonance

“Cognitive Dissonance: A major cognitive theory propounded by Leon Festinger in A Theory of Cognitive Dissonance (1957). The theory addresses competing, contradictory, or opposing elements of cognition and behavior: for example, why do people continue smoking, when they know that smoking damages health? Festinger suggests that individuals do not believe so much out of logic as out of psychological need—a kind of psycho-logic. He argues that, striving for harmony and balance, there is a drive towards consonance amongst cognitions. Dissonance reduction may happen either through a change in a person’s behavior or a shift in attitude; thus, in the example cited above, either they stop smoking, or else modify their knowledge, for example, to the belief that ‘most people who smoke don’t die young and so aren’t really at risk.’ The theory is almost tautological in postulating some inner need for consistency, and has been criticized for ambiguity, but it has been enormously influential.”

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

Address (n), (n), (vt)

Here are three context clues worksheets on address: two as a noun, and one as a verb. The verb is apparently used only transitively, its intransitive form having fallen into such disuse that it is marked “archaic” in Merriam Webster’s Collegiate Dictionary (11th Edition).

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.

Write It Right: Proposition for Proposal

“Proposition for Proposal. ‘He made a proposition.” In current slang almost anything is a proposition. A difficult enterprise is a ‘tough proposition,’ an agile wrestler, ‘a slippery proposition,’ and so forth.”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.

Cultural Literacy: Voodoo

Given the fascination with zombies in our culture, I would think this Cultural Literacy worksheet on voodoo ought to be of some interest to kids.

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.

Jane Addams

“Addams, Jane: (1860-1935) Addams was an American sociologist of central importance to the work of the Chicago School in the late nineteenth and early twentieth centuries. A powerful influence on many other women in sociology, such as Charlotte Perkins Gilman and Emily Greene Balch, in 1889 she set up a social settlement in Chicago, Hull House, which was partly inspired by London’s Toynbee Hall, but more woman-influenced, more egalitarian, and less religious. She argued that one of the main problems for women was trying to manage the conflicting demands of family and society, and believed social settlements were one way to resolve the problem. Hull House was an important sociological center for the University of Chicago, and also attracted other leading social theorists, Marxists, anarchists, and socialists of the time. A spokeswoman for women and working-class immigrants in particular, Addams was a cultural feminist who believed female values were inherently superior to those of men, and argued that a more productive and more peaceful society could be built by drawing on, and integrating, such values. Her commitment to pacifism made her a social pariah during the First World War, although in 1931 she was awarded the Nobel Peace Prize.”

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

A Lesson Plan on Oppositional Defiant Disorder

Here is a lesson plan on oppositional-defiant disorder along with the short reading and vocabulary-building and comprehension worksheet that comprise its work. If you want a slightly different–and a bit longer–version of these materials, you can find that here.

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.

Mark Spitz

Before I walk out the door on this gray Monday afternoon, here is a reading on Mark Spitz and its accompanying vocabulary-building and comprehension worksheet. Only one student–for whom I produced it–asked for it in 18 years of teaching. Still, Mr. Spitz remains a swimming and Olympic legend, and I suspect somewhere there is still demand for these materials. For my needs, at the moment, supply exceeds demand.

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.