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.

Superstition (n)

Finally, on this Tuesday morning, here is a context clues worksheet on the noun superstition, which seems like a word students ought to understand clearly–particularly, I think, in these times, as an antonym to reason or science. There is a lot of Counter-Enlightenment sentiment, basically superstition, floating around at the moment. It’s up to educators to keep alive the values of reasoned inquiry.

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.

Accademia della Crusca

“(Ital, ‘Academy of the Chaff‘) Florentine literary academy founded in 1583 to purify Tuscan, the literary language of the Italian Renaissance. It was opposed to Tasso in the debate over the merits of his Gerusalemme Liberata. The first part of its official dictionary appeared in 1612, and the work is still in progress.”

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

Word Root Exercise: Rupt

If there is a better time, for obvious reasons, to post this worksheet on the Latin word root rupt, I can’t imagine it. It means “to break, burst,” and is at the basis of the English adjective, very much in the news of late, corrupt.

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.

Term of Art: Socialization

“Socialization is the process by which we learn to become members of society, both by internalizing the norms and values of society, and also by learning to perform our social roles (as worker, friend, citizen, and so forth).

There is an ongoing dispute about the relative importance of nature versus nurture (or hereditary and environment) in human development. A related debate concerns the extent to which humans are over-socialized. Are humans ruled by their social manners and role-playing skills to the extent that basic human instincts are eradicated? This debate pits the psychological perspective of Freud, which views socialization as working against our natural inclinations and drives, against the functionalist perspective that sees socialization as essential for the integration of society. Recent studies have focused on social class differences in socialization, some of which have to do with language (see B. BernsteinClass, Codes, and Control, 1971), others . of which are more concerned with differences in value orientation (see M. KohnClass and Conformity1969).

Socialization is no longer regarded as the exclusive preserve of childhood, with the primary agents being the family and school. It is now recognized that socialization continues throughout the life-course. It is also recognized that socialization is not simply a one-way process, in which individuals learn how to fit into society, since people may also redefine their social roles and obligations. Any understanding of socialization must therefore take account of how the process relates to social change. In this sense, some schools of sociological theory imply an allegedly ‘over-socialized conception of man in society,’ in that they overstate the extent to which values are internalized and action is normative in orientation–a charge often leveled, for example, against normative functionalism (See D. Wrong, ‘The Oversocialized Conception of Man,’ American Sociological Review1961).”

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

Cultural Literacy: Vatican City-State

Here is a Cultural Literacy worksheet on the Vatican as a city-state. I’ve used it, among other materials, to illustrate the concept of city-states in freshman global studies classes.

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.

Alcohol

Moving right along: here are a reading on alcohol and its attendant vocabulary building and comprehension worksheet if your practice and students would benefit from them.

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.

Cultural Literacy: Extrapolation

Finally, on this Friday morning, here is a Cultural Literacy worksheet on extrapolation. I am hard pressed to imagine why high schoolers shouldn’t know this noun, and, indeed, its attendant verb, extrapolate.

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: Matr, Matri, Mater

Ok, it’s a long story, but a prompt from the AFT’s Share My Lesson Plan website made me aware that I had not, despite my best intentions, ever published this worksheet on the Latin word roots matr, matri, and mater. They mean, you have probably already inferred, mother.

This is an extremely productive root in English, showing up in words like maternal, alma mater, and the like.

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 Weekly Text, June 14, 2019: A Lesson Plan on Trade and Commercial Interaction

Today is the final Friday of the 2018-2019 school year, probably the most challenging year I have faced in my career. Enough said. Let’s move on.

Here is a complete lesson plan on trade and commercial interaction as a cause of history. I opened this lesson, when I was using it, with this context clues worksheet on the adjective efficient; I wanted students to use this word to understand that one of the many benefits the earliest human civilizations derived from the rivers next to which they were situated was the use of that water to increase efficiency in trade. Finally, here is worksheet and note-taking blank for student use in this lesson. Nota bene, please, that this is a brainstorming lesson that calls upon the teacher to serve as an active Socratic foil. You’ll need to prepare to ask a lot of broad questions about how trade increased human contact, created the concept of cosmopolitanism, fostered the rise of social class distinctions, changed diets, religion, languages clothing–hell, really, trade made the world what it is today.

And remember: in spite of all the talk in the last generation or so about “the rise of “globalization,” the global economy really begins with the Silk Road.

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.

Rotten Rejections: The Lonely by Paul Gallico

“My dear boy, what a masterpiece! How beautifully thought out! What color, what fire! It’s truly magnificent writing. It’s so poetic. Do take it over to Harper’s Bazaar where they will really know how to appreciate it.”

Excerpted from: Bernard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.