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.

60 Degrees of Sumeria

“Sixty is the base number of the Sumerian number system, fully evolved in Mesopotamia (modern-day Iraq) by 3000 BC, and it remains the essence of how we measure time: sixty seconds in a minute, sixty minutes in an hour. The number is also the base of of the 360 degrees of a circle, as in the fully imagined sky of the Sumerians (of which only a portion was visible from temple roofs), divided into six houses of 60 degrees. In Sumerian culture, the number 1 was expressed by a simple wedge, cut into clay or wood, and 60 by a great wedge.

Sixty has the versatility of being neatly divisible by 30, 20, 15, 12, 10, 6, 5, 4, 3, and 2, and therefore makes for easy subdivision of irrigated land and the harvested crops which were initially gathered in sixty-fold sheaves, just as in pre-decimal English currency sixty pennies (60d) were a crown (five shillings/5s).”

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: Separation of Church and State

Since the zeitgeist appears to demand it, here is a Cultural Literacy worksheet on the separation of church and state.

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.

H. Lynn Erickson on the Difference between Memorizing and Thinking

“The difference between a topic-centered and an idea-centered curriculum/instruction model is the difference between memorizing facts related to the American Revolution and developing and sharing ideas related to the concepts of freedom and independence as a result of studying the American Revolution. It is the difference between viewing the O.J. Simpson trial and drawing insights into the concept of justice from discussions of the trial. It is the difference between the facts of the Alaska oil spill and an understanding of the importance of environmental sustainability. Finally, it is the difference between the construction of mathematical angles and knowledgeable application of geometric form to ensure architectural strength in design.”

Excerpted from: Erickson, H. Lynn. Concept-Based Curriculum and Instruction: Teaching Beyond the Facts. Thousand Oaks, California: Corwin Press, 2002.

The Devil’s Dictionary: Abuse

“Abuse, n. [1.] The goal of debate. Abuse of power is the exercise of authority in a manner unpleasant to ourselves. [2.] Unanswerable wit.” 

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

Word Root Exercise: Itis

If you have students looking at careers in health care, than this worksheet on the Greek root itis is de rigueur. As you have probably gathered–especially if you suffer from arthritisitis means inflammation. This is  a very productive root in English, needless to say.

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, November 30, 2018: A Reading and Comprehension Worksheet on the Stock Market Crash of 1929

This week’s Text is a reading on the Stock Market Crash of 1929 and the comprehension worksheet that accompanies it. This is an important moment in global and United States history. The reading opens a number of conceptual questions about capital and investment, fiscal policy, fiscal irresponsibility, and the wages and price of capitalism–and those element of this ideology the New Dealer Thurman Arnold called “The Folklore of Capitalism.”

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.

Jugendstil (n)

“The German term for the style known elsewhere as Art Nouveau. Named after the unofficial organ of the movement in Germany, Jugend, founded in 1896.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

Austerity (n) and Austere (adj)

Here are two context clues worksheets on the noun austerity and the adjective austere. I’m hard-pressed to imagine why high school students, especially seniors, whether college-bound or not, shouldn’t know these words. They will, I expect, be very much in the news in the not-too-distant future.

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.

The Algonquin Wits: Heywood Broun on Open-Mindedness

[Said of one fence-straddling radio commentator]

“His mind is so open that the wind whistles through it.”

Heywood Broun

Excerpted from: Drennan, Robert E., ed. The Algonquin Wits. New York: Kensington, 1985.

Word Root Exercise: Ep-, Epi-

If you can use it, here is a worksheet on the Greek roots ep- and epi-. This one is complicated and requires a bit of interpretation, but the basic meanings of these two roots is on, upon, outside, over, among, at, after, and to. As you’ll see from the worksheet itself, this root forms the basis of many commonly used English words like epicenter, epilogue and epidemic; you’ll also find it in epilepsy and episode. This is one of the most difficult roots to connect to students’ own experience and to find the connecting tissue between these words. I don’t use this much, particularly not with struggling and emergent readers.

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.