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.

Amerigo Vespucci

“Amerigo Vespucci: (1454-1512 Italian-Spanish navigator and explorer of the New World. Born in Florence, he entered the Medici family business and in 1419 was sent to Seville, where he helped outfit the ships for Christopher Columbus’s expeditions. By 1496 he was manager of the Seville agency. He took part in (or four—the number is disputed) voyages to the New World; he was navigator on a Spanish expedition (1499-1500) that probably discovered the mouth of the Amazon River, and he led a Portuguese expedition (1501-2) that discovered Guanabara Bay (Rio de Janeiro) and the Rio de la Plata. In the accounts of they voyages (published 1507), the terms America and New World were used to describe the lands visited by Amerigo Vespucci (in Latin, Americus Vespucius). As chief navigator for the Seville-based Commercial House for the West Indies (from 1508), he prepared maps of newly discovered lands from data supplied by ships’ captains.”

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

Pamela King and John Hunt’s Virtual Tour of New York State

One of the pleasures of my return to New York after an almost three-year absence has been renewing acquaintances–and even forming new friendships–with erstwhile colleagues. One of them, Pamela King, with whom I co-taught English in 2008 and 2009, is a hardworking teacher and writer. With one of her colleagues, John Hunt, she created this Virtual Tour of New York State. This 1,500-page Google document (be patient, it takes some time to load) is the fruit of these teachers’ labor during the pandemic lockdown. I haven’t had the time, for obvious reasons, to review fully this material. Nonetheless, I can vouch for it.

Mostly, I wanted to get this posted in the event any of us need it for another lock-down go-round–and I know: perish the thought! In any event, I hope (as do Pamela and John, I am confident) that you find this useful.

Term of Art: Spatial Judgement

“spatial judgment: The ability to judge spatial relationships, as between fixed objects or between a moving object and a fixed point. Spatial judgment is involved in activities such as driving a car or playing a sport. Individuals with learning disabilities may have problems with spatial judgment as part of an overall pattern of difficulty with visual-spatial abilities.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

Smithsonian Institution

Here is a reading on the Smithsonian Institution along with its attendant vocabulary-building and comprehension worksheet. I can’t think of much to say about this: it’s a reading from the Intellectual Devotional series (of which you’ll find a great many on this website) with a basic vocabulary-building and comprehension worksheet (which, like the reading itself, is in Microsoft Word, so you may revise and adapt it for your particular pedagogical circumstances and priorities) I prepared to accompany it.

And that is about it.

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.

Cant

“Cant (noun): Language that is hypocritical or wearisomely hollow and predictable, such as stereotypical political jargon, repetitious promotional claims, or pious religious clichés, transparent, rote idiom or stock phrases; whining, singsong speech, such as that used by importuning beggars; argot of a group or lower social class. Adj. canting; v. cant.

‘But the official language of the United States is now cant. As I said at the beginning, the condition of the real language is critical.’ Jean Stafford, Saturday Review”

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

Term of Art: Teacher-Centered Instruction

“teacher-centered instruction: A pedagogical approach in which the teacher decides what and how to teach. See also teacher-directed classroom. Contrast child-centered education; learner-centered classroom.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Cultural Literacy: Battle of Hastings

Here is a Cultural Literacy worksheet on the Battle of Hastings in 1066. This is a half-page worksheet with a three-sentence reading and three comprehension questions. In other words, a concise introduction to what is a seminal event in the history of Western Europe (and the basis for the hilarious 1066 and All That by W.C. Sellar and R.J. Yeatman).

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.

Canard

“Canard (noun): A groundless and hence false report, especially one deliberately fabricated and spread; specious anecdote; rumor or hoax.”

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

The Weekly Text, 19 August 2022: A Lesson Plan on the Crime and Puzzlement Case “Idora Park”

It’s Friday again, so that means it’s time for the Weekly Text: here is a lesson plan on the Crime and Puzzlement case “Idora Park.” This lesson opens with this Cultural Literacy worksheet on nuance: it’s half-page document with a single-sentence reading and three comprehension questions, one of which calls upon students to think of some nuances.

To investigate whatever unlawful act occurred at Idora Park, you’ll need this PDF of the illustration and questions that serve as evidence against the alleged perpetrator. To bring charges and secure a conviction, you’ll need this typescript of the answer key.

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.

Wade Hampton

[In general, I eschew the inclusion of biographies like the one below for a variety of reasons, but primarily because of Mark’s Text Terminal’s commitment to raising underrepresented and unheard voices–and white supremacists, especially as of this writing, are neither underrepresented or unheard in American society. I post this because I lived for nine years in a coop apartment building in the North Bronx named for Wade Hampton–i.e. the Wade Hampton Apartments. The building went up in 1930, and I think its safe to assume that the choice of place name for this apartment house stemmed from its owners’ desire to signal unequivocally to American citizens of African descent that they were unwelcome there. At the time the building opened for tenancy, the Great Migration from the South (and for more on that, I cannot extol highly enough Isabel Wilkerson’s magisterial history of the period The Warmth of Other Suns) was gathering steam, provoking a housing crisis in the cities, including New York, to which Black people migrated to escape the racist exploitation and brutality of the Jim Crow South–something Wade Hampton himself (and the developers of Wade Hampton apartments, arguably) undeniably worked to perpetuate. My one regret about all of this is that I didn’t insist, while serving on the coop board, that the name of the corporation and the real property it fronted change to something less odious. If anyone from Wade Hampton happens to see this post, consider a change, won’t you please?]

“Wade Hampton: (1818-1902) U.S. military leader. Born in Charleston, South Carolina, he managed his family’s plantations and served in the state legislature (1852-61). In the Civil War he organized and led ‘Hampton’s Legion‘ of South Carolina troops, fighting at Bull Run and Gettysburg and serving as second in command under J.E.B. Stuart. After Stuart died, he was promoted to major general and led the cavalry (1864). After the war he sought reconciliation but opposed the policies of Reconstruction, and as governor of South Carolina (1876-79) he led the fight to restore white supremacy. He served in the U.S. Senate 1879-91.”

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