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.

Cultural Literacy: Mecca

Here is a Cultural Literacy Worksheet on Mecca, which might be handy in the toolbox of any global studies teacher.

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.

Architecture (n)

If your students don’t already know the word (or perhaps need their memories refreshed), you might find this context clues worksheet on the noun architecture useful.

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.

George Bernard Shaw on the Dismal Science and Its Practitioners

“If all economists were laid end to end, they would not reach a conclusion.”

George Bernard Shaw

Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.

Cultural Literacy: Nile River

If you teach freshman global studies, especially here in New York City, you may find this Cultural Literacy Worksheet on the Nile River useful this fall.

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.

Mark Twain on Civil Liberties

“In our country we have those three unspeakably precious things: freedom of speech, freedom of conscience, and the prudence never to practice either.”

Mark Twain

Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.

A Short Exercise on the Greek Word Root Pseud/o

This worksheet on the Greek word root pseud/o seems to me de rigeur for the high school classroom. It is a very productive root which means, of course, false. This root is easily appended to many nouns, which makes it possible for us to call someone like the presidential advisor “Dr.” Sebastian Gorka a pseudointellectual.

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.

Rotten Reviews: James Russell Lowell Reviews Thoreau’s Walden

“I look upon a great deal of the modern sentimentalism about Nature as a mark of disease. It is one more symptom of the general liver complaint…(Thoreau’s) shanty life was a mere impossibility so far as his own conception of it goes, as an entire independency of mankind. He squatted on another man’s land; he borrows his axe; his boards, his nails, his fish hooks, his plough, his hoe–all turn state’s evidence against him as an accomplice in the sin of that artificial civilization which rendered it possible that such a person as Henry David Thoreau should exist at all.”

James Russell Lowell, 1865, from Literary Essays, 1890

Excerpted from: Bernard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.

Cultural Literacy: Pax Romana

Here, if you happen to need it for your global studies class, is a Cultural Literacy worksheet on the Pax Romana.

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.

John Cotton Dana on the Gravamen of Teachers’ Professional Development

“Who dares to teach, must never cease to learn.”

John Cotton Dana (1856-1929)

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

Appease (vt)

Several years ago, a couple of my colleagues analyzed the results of the New York State Regents Exam in Global Studies. They wanted to understand why an entire cohort of juniors missed the same question on Neville Chamberlain, et al, and the Munich Pact. They didn’t need to look far at all: students reported that they didn’t understand the word appeasement. 

Here then is a context clues worksheet on the verb appease, which is only used transitively. The sheet itself would be relatively simple to change to appeasement, if you prefer to teach the noun.

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.