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.

Cultural Literacy: Dead Languages

Once upon a time I possessed sufficient ignorance and moral certainty to rail against “dead languages,” to wit Greek and Latin, and their valorization for their part in the “Western Canon.” On some level, I still think valorization of the “Western Canon” is mistaken, but so do I think that about the idea of “dead languages.” My own comments on dead languages ended when I discovered, to my surprise and chagrin, that Greek and Latin are very much alive in the roots of the English language.

Anyway, if you’d like your students to understand this, perhaps this Cultural Literacy worksheet on dead languages will help.

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 Dewey on Instructional Planning

“No experience is educative that does not tend both to knowledge of more facts and entertaining of more ideas and to a better, a more orderly arrangement of them…. Experiences in order to be educative, must lead out into an expanding world of subject matter…. This condition is satisfied only as long as the educator views teaching and learning as a continuous process of reconstruction of experience.”

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

Grant Wiggins and Jay McTighe on Coverage and Uncoverage

“We thus uncover for students what is interesting and vital by revealing it for what it is: a shorthand phrase for the result of inquiries, problems, and arguments, not a self-evident fact. A course design based on textbook coverage only will likely leave students with inert phrases and an erroneous view of how arguable or hard-won knowledge has been. Rather, students need to experience what scholars know if they are to understand their work: how key facts and principles are the revealing and powerful fruit of pondering, testing, shaping, and rethinking of experience….”

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

The “Exit Ticket”

[The “exit ticket” was all the rage in the last school in which I served in New York City. The peculiarity of the term notwithstanding, the concept is pedagogically sound—particularly when questions are both broad and focused, like these two, which are apparently in common use in classrooms at Harvard.]

  1. What is the big point you learned in class today?
  2. What is the main unanswered question you leave class with today?

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

Trepanation

Unless I miss my guess, this reading on trepanation, the practice of brain surgery in the Incan Empire, ought to be of high interest to a fairly wide band of students. Here is the vocabulary-building and comprehension worksheet that accompanies it.

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: Mal, Male

Here is a worksheet on the  Latin roots mal and male. They mean, as any Spanish speaker can tell you, bad, evil, ill, and wrong. These are very productive roots in English, yielding, among many, others, malevolent and malpractice.

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.

Howard Gardner on Assessing for Understanding

“Whereas short-answer tests and oral responses in classes can provide clues to student understanding, it is generally necessary to look more deeply…. For these purposes, new and unfamiliar problems, followed by open-ended clinical interviews or careful observations, provide the best way of establishing the degree of understanding obtained.”

Howard Gardner

The Unschooled Mind: How Children Think and How Schools Should Teach

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

The Weekly Text, April 26, 2019: A Reading and Comprehension Worksheet on Vaccines

Earlier in the week, I had begun work on this Text with the idea of posting a complete lesson plan of some kind. However, as the news of a national measles outbreak in the United States, I changed my mind.

Because I can think of no better time than now to post this reading on vaccines and its attendant vocabulary-building and comprehension worksheet.

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.

4 Sufi Questions

“How did you spend your time on earth? * How did you earn your living? * How did you spend your youth? * What did you do with the knowledge I gave you?

This is a traditional Sufi teaching about the passage of the soul after death, which is ushered before the throne of God and asked just these four questions. I first saw it on a poster in the office of Moroccan travel agent in Tangiers, but having failed to remember it properly was delighted to stumble across it thirty years later in Elif Shafak’s novel Honour.

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.

Soren Kierkegaard on Metacognition and Wisdom

“It is the duty of human understanding to understand that there are things which it cannot understand, and what those things are.”

Soren Kierkegaard

Journals

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