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.

William Walker

[It may seem unusual to find an Anglo name like William Walker as the header of a post observing Hispanic Heritage Month 2023. If you read on, however, you will see that Walker, a mercenary from the United States, played a substantial role in extending United States influence in Latin America, particularly Nicaragua. I became interested in Walker after seeing Alex Cox’s strange–surreal might be the right word here–film Walker, for which the late great Joe Strummer supplied the music.]

“William Walker: (1824-1960) U.S. military adventurer. Born in Nashville, Tennessee, he moved to California in 1850. His interest in colonizing Baja California developed into a filibustering (insurrection) scheme. He landed at La Paz (1853) and proclaimed Lower California and Sonora an independent republic, but Mexican resistance forced him back to the U.S. In 1855 he sailed to Nicaragua, where he effectively established himself as leader. There, officers of Cornelius Vanderbilt’s Accessory Transit Co. promised him financial assistance in a plot to take the company away from Vanderbilt. Walker seized the company and turned it over to them, then made himself president of Nicaragua (1856). In 1857 Vanderbilt induced five Central American republics to drive walker out. In 1860 he attempted a filibuster in Honduras, where he was captured and executed.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Lake Titicaca

“Lake Titicaca: Lake, Peru-Bolivia border. The world’s highest navigable lake, it lies at 12,500 feet (3,810 meters) in the Andes. The second-largest lake of South America, it covers some 3,200 square miles (8,300 square kilometers) and is 120 miles (190 kilometers) long by 50 miles (80 kilometers) wide. A narrow strait separates it into two bodies of water which have 41 islands, some densely populated. The remains of one of the oldest American civilizations have been found in the area. Temple ruins on Titicaca Island mark the spot where the legendary founders of the Inca were sent down to the earth by the sun.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Cultural Literacy: Bolivia

Continuing with this blog’s underwhelming–for which I apologize profusely–observance of Hispanic Heritage Month 2023, here is a Cultural Literacy worksheet on Bolivia. This is a full-page document with a reading of four sentences and nine comprehension questions. The asymmetry of this worksheet may require some explanation.

The first sentence in this reading situates Bolivia in continental South America with a series; that series could easily be broken up and turned into four separate, easier-to-use independent clauses. The next sentence is a compound separated by a semicolon. In other words, another sentence you might consider breaking up and turning into two separate independent clauses. The second two sentences are clear in their declarations, and should be easy for emergent readers and English language learners to process. I wrote nine comprehension questions because I decided to take the facts in the reading one at a time, which I suppose is how I imagine readers will take them.

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.

Bogota

“Bogota: city, capital of Colombia. The District Capital area is officially known as Santafe de Bogota. It lies on a plateau east of the Andes, European settlement began in 1538 when Spanish conquistadores overran Bacata, the main seat of the Chibcha Indians; the name was soon corrupted to Bogota, It became the capital of the viceroyalty of New Granada and a center of Spanish colonial power in South America. It was the scene of a revolt against Spanish rule in 1810-11, and Simon Bolivar took the city in 1819. It became the capital of the confederation of Gran Colombia; when that was dissolved in 1830, it remained the capital of New Granada (later, Republic of Colombia). Today Bogota is an industrial, educational, and cultural center.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Cultural Literacy: Cuban Missile Crisis

Finally this morning, here is a Cultural Literacy worksheet on the Cuban Missile Crisis. This is a full-page worksheet with a reading of four sentences with four comprehension questions. I would submit this caveat: the first sentence in the reading is a longish compound separated by a semicolon which might be too much for emergent readers and English language learners. But, as this document is formatted in Microsoft Word, you can adjust it to your students’ needs.

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.

Cultural Literacy: Chicanos

Here is a Cultural Literacy worksheet on Chicanos, which does a particularly nice job of describing the origins of this proper noun, its use, and the extent to which the words Latino and Latina–or Latinx if you prefer, though that term is of sufficiently recent coinage that it does not appear in the reading–correlate with this word. This is a half-page worksheet with a two-sentence reading and two comprehension questions. Simple and symmetrical, this is a decent, brief introduction to a word Americans really ought to know, understand, and be able to use properly, and therefore respectfully.

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, 8 September 2023: Styling Sentences Lesson 7, Emphatic Appositive at End, after a Colon

This week’s Text offers the seventh lesson plan in the Styling Sentences unit (and as I look at these lessons, one after another, as I post them, I am once again skeptical of their worth, as I was before I undertook a major revision and expansion of this unit during the COVID pandemic), this one, as heralded above, on a sentence form with an emphatic appositive at the end, after a colon.

This lesson opens with this worksheet on parsing sentences for nouns. The primary work of this lesson is this worksheet with explanatory and mentor texts. I want to point out, again, that this worksheet contains no sentence stems or cloze exercises, or really any kind of supportive apparatus. There are mentor texts for students to emulate. I think I could write some supported material for this worksheet, but I don’t know how useful it would be.

But what do you think?

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: Jingoism

I’d like to think this is a timely post, what with country-and-western stars extolling their small towns with frankly racist music videos. Either way, here is a Cultural Literacy worksheet on jingoism. This is a half-page worksheet with a reading of one longish sentence that reads like a dictionary definition and two comprehension questions. While we’re on the subject of dictionary definition, Merriam-Webster’s defines jingoism as “extreme chauvinism or nationalism marked especially by a belligerent foreign policy.” The definition on the worksheet is a bit more expansive, but the “extreme chauvinism” aspect of this noun is what I would emphasize if I were using this.

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.

Cultural Literacy: Cartel

Here is a Cultural Literacy worksheet on the concept of a cartel. This is a half-page worksheet with a reading of two sentences and three comprehension questions. The reading does mention Organization of Petroleum Exporting Countries (OPEC), which I think students should know about and understand.

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.

Cultural Literacy: Throw the Book at Someone

Here is a Cultural Literacy worksheet on the idiom throw the book at someone. This is a half-page worksheet with a reading of two sentences and two comprehension questions; a model, I hope, of effective symmetry and brevity.

The question arises, however: does anyone use this expression anymore?

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.