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.

Chester Himes, 1909-1984

“American novelist. Himes began writing while serving in Ohio State Penitentiary for armed robbery. His account of the terrible 1930 Penitentiary Fire that killed over three hundred men appeared in Esquire in 1932. From his first novel, If He Hollers Let Him Go (1945), Himes dealt consistently with the social and psychological burdens of being black in a white society. The Third Generation (1954) is an ambitious fictionalized history of oppression from the time of slavery to the mid-20th century. Beginning in 1953, Himes lived as an expatriate in Spain and France, where he met and was strongly influenced by Richard Wright. It was in France that he began his best-known series of novels—including Cotton Comes to Harlem (1965) and Run Man Run (1966)—featuring the two Harlem policemen Grave Digger Jones and Coffin Ed Johnson. As with Himes’s earlier work, the series is characterized by violence and grisly, sardonic humor. The Quality of Hurt (1972) and My Life of Absurdity (1976) are autobiographies.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

The Weekly Text, February 16, 2018, Black History Month 2018 Week III: A Reading and Comprehension Worksheet on the Supreme Court’s Brown v. Board of Education

If the Supreme Court’s Brown v. Board of Education decision isn’t something that all Americans should revere, then I don’t know what is. I’ll be the first to stipulate that it was belated. But the fact that a a working man named Oliver Brown could bring an action against the discriminatory district in which his children attended school, take it all the way to the highest court in the land, and effectively force this nation to live up to the high ideals asserted in its founding documents should inspire anyone who hears it.

So, here is an Intellectual Devotional reading on Brown v. Board of Education with a reading comprehension worksheet to use with it. This Everyday Edit on Desegregation at Central High (and you can get lots more of these from the generous proprietors of the Education World website) nicely complements this reading.

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.

“By Any Means Necessary” in Context

“That’s our motto. We want freedom by any means necessary. We want justice by any means necessary. We want equality by any means necessary.”

Malcolm X, Speech at rally of Organization of Afro-American Unity, New York, N.Y., 28 June 1964

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

Cultural Literacy: Frederick Douglass

Here, on a Wednesday morning, is a Cultural Literacy worksheet on Frederick Douglass. I don’t think this document requires much explanation or rationalization for use in your classroom.

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: Harlem Renaissance

Thankfully, the literature on the Harlem Renaissance is deep and wide. That said, I highly recommend historian David Levering Lewis’s When Harlem Was in Vogue as one of the standouts of what is generally a distinguished body of literature. For a more general reference book, The Black New Yorkers (as well, presumably, as its companion volume, The Black Washingtonians, with which I am less familiar) is also excellent.

For my part, I offer this Cultural Literacy worksheet on the Harlem Renaissance, which is, as these things are, a short introduction to the topic.

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.

Dr. King on Behavior Modification for Racists

“Judicial decrees may not change the heart, but they can restrain the heartless.”

Dr. Martin Luther King, Jr., Speech, Nashville Tennessee, 27 December 1962

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

Cultural Literacy: Black Arts Movement

Yesterday, I missed work on account of illness, so this morning I make haste to get up blog posts for African American History Month, which continues for a little over two more weeks. Here is a Cultural Literacy exercise on the Black Arts Movement. These Cultural Literacy worksheets are short exercises designed to introduce students to a subject of idea and to briefly define it for them. If you want to take your students deeper into the history and personnel of the Black Arts Movement, this page from BlackPast.org  is a good place to start.

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.

Benjamin Banneker (1731-1806)

“American astronomer, compiler of almanacs, and inventor. He was born a free black in Ellicott’s Mills, Maryland, and owned a farm near Baltimore. He taught himself astronomy and mathematics and began astronomical calculations in 1773. He accurately predicted a solar eclipse in 1789. In 1790 he was appointed to the commission that surveyed the site for Washington, D.C. From 1791 to 1802 he published annual almanacs; he sent an early copy to Thomas Jefferson to counter a contention that blacks were intellectually inferior. He also wrote essays denouncing slavery and war.”

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

Cultural Literacy: Gospel Music

OK, for the third post of this Tuesday morning, you might find this Cultural Literacy worksheet on Gospel Music useful somewhere in your practice. Because even in this short passage, its authors found room to mention Gospel’s influence on Rock and Roll, a couple of nice complements to this short exercise are this Wikipedia article on the great Sister Rosetta Tharpe as well as this this article from Rolling Stone arguing for her inclusion  in the Rock and Roll Hall of Fame.

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 Fire Next Time (1963)

“A two-part essay by American writer James Baldwin. Variously employing biblical allusions, the rhapsodic rhetorical style of the black pulpit, as well as his own personal ‘witness’ Baldwin admonishes America to ‘end the racial nightmare.’ The first essay, ‘My Dungeon Shook,’ is a letter to his nephew James, on the one hundredth anniversary of the Emancipation Proclamation. In ‘Down at the Cross,’ Baldwin describes growing up in Harlem, his experiences with the Nation of Islam, and offers a warning and a plea for white and black American to work together.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.