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.

Independent Practice: Carolingian Empire

As I’ve said before here, I think Charlemagne is an important historical figure who offers a variety of approaches to the essential question “What is Europe (and How Did it Get That Way)?” or something in that line of inquiry. In the last couple of freshman global studies cycles I co-taught in New York, he had just about disappeared from the curriculum.

If you happen to teach him and the events which he caused, and in which he participated, this independent practice worksheet on the Carolingian Empire might be an effective arrow in your quiver.

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.

Jerome Bruner I: On Instructional Design

[In late 2002, as I considered entering the teaching profession, I was running an internet-based used and rare book business–also named Mark’s Text Terminal. It happened that I had several of Jerome Bruner’s books in stock, so I read them all. Encountering the quote below a second time, 16 years later, in my current rereading of Grant Wiggins and Jay McTighe’s Understanding by DesignI was reminded of how resonant it was in the context of the way I was educated, and how it appeared to summarize the act of instructional design and delivery. Here it is for your consideration.]

“The curriculum of a subject should be determined by the most fundamental understanding that can be achieved of the underlying principles that give structure to a subject…. Teaching specific topics or skills without making clear their context in the broader fundamental structure of a field of knowledge is uneconomical…. An understanding of fundamental principles and ideas appears to be the main road to adequate transfer of training. To understand something as a specific instances of a more general case–which is what understanding a more fundamental structure means–is to have learned not only a specific thing but also a model for understanding other things like it that one may encounter.”

Jerome Bruner

The Process of Education

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

The Devil’s Dictionary: Adage

“Adage, n. [1.] Boned wisdom for weak teeth. [2.] A hoary-headed platitude that is kicked along the centuries until nothing is left of it but its clothes. A ‘saw’ which has worn out its teeth on the human understanding.”

Ambrose Bierce

Excerpted from: Bierce, Ambrose. David E. Schultz and S.J. Joshi, eds. The Unabridged Devil’s Dictionary. Athens: The University of Georgia Press, 2000. 

A Lesson Plan on Agriculture as a Cause of History

Over the four years this blog has existed, one of the most heavily retrieved items posted here has been these context clues worksheets for the words agriculture and agrarian. Agriculture is a big concept with a lot of porous surfaces that make it easy to transfer across domains of knowledge. In any case, to understand how our species arrived at its present level of development, understanding agriculture remains essential.

So, here is a lesson plan on agriculture as a cause of history. Because students have already, in previous lessons, encountered the noun agriculture (see the context clues worksheets above), I start this lesson right after a class change with this Cultural Literacy worksheet on hunting and gathering societies. It happens that this document is really the mainstay of this lesson, because this worksheet on agriculture as a cause of history is really more in the way of what administrators and teachers now call an “exit ticket.”

If that is insufficient for you needs, here is a body of text on agriculture and the agricultural revolution to use to create a longer worksheet, an independent practice worksheet, or whatever is best for your students’ needs in developing their own understanding of agriculture and its role in history.

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.

John Locke on Education and Educated People

“Certain subjects yield to a general power that may applied in any direction and should be studied by all.”

John Locke (1632-1704)

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

Treatise (n)

Here is a context clues worksheet on the noun treatise. It’s not a word anybody uses much these days, but it turned up enough times in the global studies courses I co-taught in New York City that I wrote this worksheet to help students develop their own understanding of its meaning.

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: Ambiguity

Ever since William Empson published Seven Types of Ambiguity (1930) this term has had some weight and importance in critical evaluation. In brief, Empson’s theory was that things are not often what they seem, that words connote at least as much as they denote—and very often more.  Empson explained thus: ‘We call it ambiguous…when we recognize that there should be a puzzle as to what the author meant, in that alternative views might be taken without sheer misreading….An ambiguity, in ordinary speech, means something very pronounced, and as a rule witty or deceitful.’ He uses every word in an extended sense and finds relevance in any ‘verbal nuance, however slight, which gives room for alternative reactions to the same piece of language.’ ‘The machinations of ambiguity,’ he says, ‘are among the very roots of poetry.’

He distinguishes seven main types, which may summarized as follows:

  1. When a detail is effective in several ways simultaneously.
  2. When two or more alternative meanings are resolved into one.
  3. When two apparently unconnected meanings are given simultaneously.
  4. When alternative meanings combine to make clear a complicated state of mind in the author.
  5. A kind of confusion when a writer discovers his idea while actually writing. In other words, he has not apparently preconceived the idea but come upon it during the act of creation.
  6. Where something appears to contain a contradiction and the reader has to find interpretations.
  7. A complete contradiction which shows that the author was unclear as to what he was saying.

In varying degrees, Gerard Manley Hopkins’s poem The Bugler’s First Communion exemplifies all seven types.”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

Cultural Literacy: The Catcher in the Rye

Here is a Cultural Literacy worksheet on The Catcher in the Rye if you need it. It’s a brief introduction to the novel; I’ve never used it, but if I did, I would probably present it as a way of gauging student interest in taking a pass at the novel.

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, April 19, 2019: A Reading and Comprehension Worksheet on John Steinbeck

OK, as we reach the end of spring break (boo hoo!) here is a short reading on John Steinbeck and 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.

A Lesson Plan on the Crime and Puzzlement Case “The Van Bliven Necklace”

If the statistics module in the back room of this blog is accurate, there is a lot of interest, and therefore demand, for materials related to the Crime and Puzzlement series.

So, here is a complete lesson plan onThe Van Bliven NecklaceI use short exercises to get students settled after a class change; for this lesson I chose this Cultural Literacy worksheet on persona non grata. Students and teacher will need this this scan of the picture from the book (the evidence) and the questions that drive the “investigation.” Finally, here is the answer key to solve 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.