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.

Guerilla (n/adj)

This context clues worksheet on guerilla affords students the opportunity to see this word used as both a noun and an adjective. I’ve often wondered if, at some point, I should write short application exercises–say, using the word defined in a few extemporaneously written declarative sentences–to complement some of the context clues worksheets I write. This one might be a good place to start with such practice.

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 Devil’s Dictionary: Republic

“Republic, n. A nation in which, the thing governing and the thing governed being the same, there is only a permitted authority to enforce and optional obedience. In a republic the foundation of public order is the ever lessening habit of submission inherited from ancestors who, being truly governed, submitted because they had to. There are as many kinds of republics as there are gradations between the despotism whence they came and the anarchy whither they lead.”

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

Beatlemania

That the students I serve took the interest they did in this reading on Beatlemania came as a surprise to me. Here also is a worksheet to aid comprehension.

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: Robert Benchley on Childhood

“A man gets on a train with his little boy, and gives the conductor only one ticket. ‘How old’s your kid?’ the conductor says, and the father says he’s four years old. ‘He looks at least twelve to me,” says the conductor, and the father says, ‘Can I help it if he worries?’”

Robert Benchley

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

Gentry (n) and Gentrify (vi/vt)

When I worked in New York City, I found that these two context clues worksheets on gentry and gentrify could occasion interest even in the most difficult-to-reach students. That says something about relevance in the classroom, I think. If you work in the inner city, I would think at some point, if current trends continue, this material will be de rigueur for your 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.

Nineteenth Amendment

Here is a reading on the Nineteenth Amendment to the United States Constitution as well as a comprehension worksheet to use with it. This amendment, you will recall, enfranchised women.

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.

Socrates on His Own Self-Knowledge

“I know nothing except the fact of my ignorance.”

Socrates

Quoted in Diogenes Laertius, Lives of the Philosophers

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

21-Gun Salute

“One of the prime expressions of acknowledged sovereign national power is the twenty-one-gun salute, which seems to show interesting analogies with the traditional coming of age of a fully entitled adult, who can vote, drink, serve in the army, have sex, marry, and drive. But this age of adult initiation is only a very recent tradition in the Western world, coinciding with the end of university education, and is in any case today slipping back towards 18 and 16.

In fact, the twenty-one-gun salute has no spiritual origins. It evolved out of an expression of explosive power by the British navy that would demand a first salute from a foreign ship, then give them a withering demonstration of their superior discipline and power with their own salvo. Initially restricted to seven rounds, or seven cannon, it grew expediently with the size and arsenal of the ships of the line, but was capped at twenty-one so as not to waste too much time and powder. It also became less aggressive and by the nineteenth century ships would salute each other with a friendly gun-for-gun exchange.”

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.

Bruce Springsteen

I’m not entirely confident high school students take any interest in him, but if they do, here is a reading on Bruce Springsteen with a comprehension worksheet to accompany it. He has effortlessly kept himself relevant since I first heard his music in 1975.

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.

Write It Right: Responsible

“‘The bad weather is responsible for much sickness.’ ‘His intemperance was responsible for his crime.’ Responsibility is not an attribute of anything but human beings, and few of these can respond, in damages or otherwise. Responsible is nearly synonymous with accountable and answerable, which, also, are frequently misused.”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.