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.

The 2 Things Game

“[1] People love to play the Two Things game, but rarely agree about what the two things are. [2] That goes double for anyone who works with computers.

A few years ago, Glen Whitman was chatting with a stranger in a California bar. When he confessed to this stranger that he taught economics, the drinker replied without so much as a pause for breath, ‘So what are the Two Things about economics? You know, for every subject there are really only two things you really need to know. Everything else is the application of those two things, or just not important.’ ‘Okay,’ said the professor, ‘One: Incentives matter. Two: There’s no such thing as a free lunch.’

Inspired, Glenn started playing the Two Things Game and recording some of the results on a web page (Google ‘Whitman’ and ‘Two Things’ and you’ll get there). But it’s more fun to try it for yourself–and especially good if you find yourself at a dinner next to a self-important professional. Here are some of the best of Whitman’s:

Finance: [1] Buy low. [2] Sell high.

Medicine: [1] Do no harm. [2] To do any good, you must risk doing harm.

Journalism: [1] There is no such thing as objectivity. [2] The end of the story is created by your deadline.

Theatre: [1] Remember your lines. [2] Don’t run into the furniture or fall off the stage.

Physics: [1] Energy is conserved. [2] Photons (and everything else) behave like both waves and particles.

Religion: [1] Aspire to love an unknowable god. [2] Do this by trying to love your neighbour as much as yourself.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Cultural Literacy: Bill Gates

Here, if anyone needs it, is a Cultural Literacy worksheet on Bill Gates. Over the years, this has tended to be a relatively high-interest item, so I’ve tagged it as such.

But it isn’t as if this man languishes in obscurity. As a matter of fact, he is ubiquitous, and even (arguably) obnoxiously so.

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.

Word Root Exercise: Greg

Here is worksheet on the Latin root greg is the only thing I’ll post this week. It means flock, but if you look at the words in English that grow from it–e.g. congregate–you’ll see that the document is quite appropriate for the holiday season.

I’ll be back next week, however, with a round of new posts.

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.

Justice Powell on the First Amendment

“Under the First Amendment there is no such thing as a false idea. However pernicious an opinion may seem, we depend for its correction not on the conscience of judges and juries but on the competition of other ideas.”

Lewis F. Powell., Gertz v. Robert Welch, Inc. (1974)

Excerpted from: Shapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Frederick Douglass on Education

“A little learning, indeed may be a dangerous thing, but the want of learning may be a calamity to any people.”

Frederick Douglass (1817?-1895)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

Book of Answers: Dr. Jekyll and Mr. Hyde

What are Jekyll and Hyde’s first names? In the 1886 work by Robert Louis Stevenson, The Strange Case of Dr. Jekyll and Mr. Hyde, Henry Jekyll is the London doctor who creates the potion that turns him into Edward Hyde.

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

A Lesson Plan on the Crime and Puzzlement Case “Kidnap”

OK, moving right along on this Friday morning, here is a lesson plan on the Crime and Puzzlement case “Kidnap.”

I open this lesson, after the fractiousness of a class change, with this Cultural Literacy worksheet on the idiom “bee in one’s bonnet.” You’ll need this PDF of the reading and questions that drive the case. Finally, here is the typescript of the answer key that solves the case.

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.

Jerry Seinfeld

While I have to assume that Seinfeld remains in syndication, new episodes left the airwaves long ago; in fact, the last episode was broadcast over 20 years ago on May 14, 1998. Since he remains something of a global cultural icon, this reading on Jerry Seinfeld and its accompanying vocabulary-building and comprehension worksheet might remain of interest to students.

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.

Word Root Exercise: Para

Here’s a worksheet on the Greek root para. It means, variously, beside, beyond, abnormal, variation, and assistant. If you’re serving a special needs population, chances are you’re working with a paraprofessional who works in parallel with you. And if you’re teaching science, especially, you know and probably even use paradigm in your classroom.

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.

Kieran Egan on Narrative as Compelling Pedagogy

“A model for teaching that draws on the power of the story, then, will ensure that we set up a conflict or sense of dramatic tension at the beginning of our lessons and unit. Thus, we create some expectation that we will satisfy at the end. It is this rhythm of expectation and satisfaction that will give us a principle for precisely selecting content…. We need, then, to be more conscious of the importance of beginning with a conflict or problem whose resolution at the end can set such a rhythm in motion.”

Kieran Egan

Teaching as Story-Telling: An Alternative Approach to Teaching and Curriculum in the Elementary School

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