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: Zoning

OK, here is a Cultural Literacy worksheet on zoning. This is a half-page worksheet with a one-sentence reading and one comprehension question. A short introduction to a big and controversial subject that ultimately involved the Supreme Court in 1926 in the Village of Euclid v. Ambler Realty decision. It’s easy to see how sensible zoning might have prevented this horror show in West, Texas (yes, the town is called West, and I don’t refer here to the larger geographical region of West Texas), or this one in Northwest Houston seven years later.

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.

Ditmas Park

“Neighborhood in west central Brooklyn (1990 population 12,719), bounded to the north by Dorchester Road, to the east by Ocean Avenue, to the south by Newkirk Avenue, and to the west by East 16th Street. It was modeled after the adjacent neighborhood of Prospect Park South by Lewis Pounds, who developed it in the early twentieth century. The Ditmas Park Association was formed in 1908 and enacted special zoning provisions to preserve the character of the neighborhood, which in 1987 was designated a Historic District. Ditmas Park is a middle-class neighborhood of 175 large, detached frame houses on tree-lined streets. Among its notable buildings are the parish house of the Flatbush Tompkins Congregational Church, the former Brown house (1000 Ocean Avenue) and the Community Temple Beth Ohr (1010 Ocean Avenue).

Excerpted from: Jackson, Kenneth T. The Encyclopedia of New York City. New Haven, Yale University Press, 1995.

Concepts in Sociology: Ageism

The lead story from Mark’s Text Terminal on this already hot day concerns the operation’s recent move. I didn’t go far–just a ten-minute walk from where I have lived for the past two years. I am now in the Midwood section of Brooklyn, about two blocks from Brooklyn College. This is a very nice area adjacent to the sublime precincts, from south to north, of Fiske Terrace-Midwood Park, Ditmas Park, and Prospect Park South. Since I’m an old guy now, this, I expect, will be the last place I live.

So it struck me as a fine synchrony when I found the second worksheet of a series of 69 general conceptual documents for a sociology class last year was this worksheet on the concept of ageism. It’s a full page worksheet with a reading of four longish sentences and three comprehension questions. If it looks like it was put together on the fly, believe me, it was. However, this could be edited down to a half-page do-now exercise, or expanded with some critical questions. Because this worksheet is formatted in Microsoft Word, you can adapt it to your classroom’s needs. More than enough said.

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.

Thomas Szasz on Adulthood

“Adulthood is the ever-shrinking period between childhood and old age. It is the apparent aim of modern industrial societies to reduce this period to a minimum.”

Thomas Szasz

Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.

Cognoscenti

“Cognoscenti (plural noun): Individuals having authoritative knowledge of a field or subject, especially in the arts; informed or expert specialists. Singular: cognoscente.

‘Some of the illustrations will be revelations even to the cognoscenti. The soaring drama of the Galleria Vittorio Emanuele II, Milan, for example, is an extraordinary fish-eye photo.’ J. Mourdant Crook, Times Literary Supplement.”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Cultural Literacy: Write-In Candidate

There has been a lot of talk about civics education in my corner of the world of public education, but virtually no action. At a time when democracy around the world is under clear and demonstrable threat, it is clearly time to deal with revitalizing the political structure that Winston Churchill so wittily said is “…the worst form of Government except for all those other forms that have been tried from time to time.…”

I doubt whether this Cultural Literacy worksheet on the concept of a write-in candidate will do anything to buttress democracy, but I would argue that as we send our graduating high school seniors out in the world to exercise their franchise, this is a concept they should understand. This is half-page worksheet with a one-sentence reading–38 words though, with an element in parentheses, which may require editing for some students–and one comprehension question.

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.

Theodore Sizer on the Message Kids Get

“Unchallenged kids get the message. If adults expect little of them, expect that they must be reminded, hectored, hassled, expect them to be goof-offs, then they will goof off. Of course, some people will goof off no matter what expectations are set. But teachers should assume the highest standard of performance until they are shown that it is not forthcoming. This is the proper start for each young person’s education. If that standard is substantial and persuasive–if it symbolizes the dignity of a demanding expectation–more often than not, adolescents rise to the occasion.”

Excerpted from: Sizer, Theodore. Horace’s Hope. New York: Houghton Mifflin, 1996.

Cultural Literacy: Woodrow Wilson

Here is a Cultural Literacy worksheet on Woodrow Wilson. This is a two-page worksheet with a reading of ten sentences (a full paragraph, in other words) and eight comprehension questions. As usual, the editors of The New Dictionary of Cultural Literacy render with economy a complex biography of a public figure. The reading, you probably won’t be surprised to hear, neglects to mention President Wilson’s racism, which is a critical question well worth exploring.

Anything, I suppose, to strike a blow against the hideousness of American exceptionalism.

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: Friend of the Court

Here is a Cultural Literacy worksheet on the concept of a friend of the court. This is a half-page worksheet with a reading of two sentences (the second of which is a compound–two clauses separated by a semicolon) and two comprehension questions. In other words, this is a basic introduction to an important concept in jurisprudence, particularly at the level of the Supreme Court. Right now, given the sleaze we’re seeing from at least two associate justices, i.e. taking lavish trips funded by individuals with business before the court, the Supreme Court needs all the friends it can get.

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 Doubter’s Companion: Participation

“Participation: Democracy is built and maintained through individual participation, yet society is structured to discourage it.

And ours is the most structured of civilizations. Forty-hour work weeks. Work breaks calculated to the minute. Weekends measured for recuperation. Various specific leaves for sickness and giving birth. Set holiday periods. Official days of celebration or mourning. When it’s all added up and the time to eat, copulate, sleep, and see families is included, twenty-four hours have been accounted for.

The only built-in space of time for individual participation is a fixed period for voting, which probably averages out to an hour a year. The only time society formally organizes extended participation is over matters of violence. (Military service or when a judge orders convicted criminals to do community service.)

Why is the function which makes democracy viable treated as if it were expendable? Or rather, why is it excluded by being reduced to a minor activity requiring the sacrifice of time formally allotted to other things?

Nothing prevents up from revising the schedule to build in four or five hours a week for public participation. Our failure to do something like this is a statement either about the state of the democratic ethic or about the real nature of power in our society.”

Excerpted from: Saul, John Ralston. The Doubter’s Companion. New York: The Free Press, 1994.