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.

The Doubter’s Companion: A Big Mac

“A Big Mac: The communion wafer of consumption. Not really food but the promise of food. Whatever it tastes like, whatever it is made of, once it touches lips A Big Mac is transubstantiated into the mythological hamburger.

It is, along with Perrier, one of the sacred objects of the leading philosophical school of the late-twentieth century public relations. Cynics often unjustly suggest that this school favors superficial appearances over content. Had this been the case, PR would have failed. Most people, after all, can easily recognize the difference between appearances and reality.

A Big Mac, for example, is not big. It doesn’t taste of much. It isn’t good for you. And it seems sweet. Why does it seem sweet if, as the company says, it isn’t laced with sugar?

What the philosophy of PR proposes is theoretical content (such as sex appeal, fun, individualism, sophistication, the rejection of sophistication) in the place of actual content (banal carbonated water and a mediocre hamburger). This is modern metaphysics.

Because public relations are built on illusion, they tend to eliminate choice. This is an important characteristic of contemporary capitalism. A Big Mac, like so many creations of PR, is a symbol of passive conformity. As Mac McDonald put it: ‘If you gave people a choice, there would be chaos.’”

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

Cultural Literacy: Max Weber

Here is a Cultural Literacy worksheet on Max Weber. This is a full-page worksheet with a reading of five sentences–one a longish compound–and six comprehension questions. This is another document from my sociology course. Please be forewarned that this is some abstract material that depends upon a moderate quantity of advanced prior knowledge. I sent this into my school during a week I had the flu; it needs some supporting material, or, alternatively, some text explaining some of the ideas. As this document is formatted in Microsoft Word (like almost everything you’ll find on this site), you can adapt it your the needs of your students.

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.

Term of Art: Teacher-Proof Curriculum

“teacher-proof curriculum: A curriculum that is presumably so well designed and so carefully scripted that it cannot be ruined by a mediocre teacher. Some curriculum designers have pinned their hopes on computer-programmed instruction as a possible teacher-proof curriculum that cannot be distorted even by poor teaching. Understandably, teachers find such curricula to be offensive and condescending. See also programmed learning.”

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

Obeisance (n)

Here is a context clues worksheet on the noun obeisance. It means “a movement of the body made in token of respect or submission,’ “bow,” “acknowledgment of another’s superiority or importance,” and “homage.” This is not exactly a high-frequency word in English, but I have seen it pop up in more than one place in the various social studies textbooks I’ve encountered over the years, which is why I prepared this document.

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: Mores

This year, kind of out of the blue, I was delegated the responsibility of teaching a sociology class. I suppose it’s a good thing I have some knowledge of the topic, but I am still developing the curriculum as the school year proceeds. This Cultural Literacy worksheet on mores, thus, is a recent fruit of these labors. I don’t know about you, but it seems to me that students, by the time they reach high school, ought to understand mores as both a concept and as a potential way of being in the world–especially if one consents to a society’s mores (i.e., as long as one is not agreeing to, say, cannibalism).

In any case, this is a half-page document with a reading of two sentences and two comprehension questions.

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: Ukraine

I’ve meant to get to this for some time, so here is a Cultural Literacy worksheet on Ukraine. This is a two-page document with a nine-sentence reading and 15 comprehension questions. I think I can safely assume that the timeliness of this raises no questions or arouses no skepticism. This is a pretty good (I did Eurasian studies as an undergraduate, so I do know the turf fairly well) general introduction to the history of the Ukraine.

However, I would say beware the opening sentence, which is a doozy of a compound. If you’re dealing with emergent or struggling readers, it might be best to recast this sentence without the succession of clauses separated by semicolons–and to turn those clauses into complete sentences separated by periods. Like most of the documents you’ll find on this site, this one is formatted in Microsoft Word, so you can manipulate it to suit the needs of your students.

Now that I’ve said that, let me bring to this material a modest critical focus. The reading characterizes the Cossacks as “Ukrainian fugitives” who “organized resistance movements.” Toward the end of the reading, after observing that “Ukraine was traditionally home to a large Jewish population,” the text rightly reports that “Many Jews left Ukraine under oppressive conditions in the nineteenth century, and thousands more were exterminated by the Nazis in World War II.” I think it’s important to enter into the record here, so to speak, the fact that the “oppressive conditions” in Ukraine were perpetrated by the Cossacks, who participated in or engineered pogroms across the Russian Empire.

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.

Voltaire on Stupidity and Etiquette

“To succeed in the world it is not enough to be stupid, you must also be well-mannered.”

Voltaire

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

The Doubter’s Companion: Abasement

“Abasement: In a society of courtiers or corporatists, the question is not whether to abase or to be abased, but whether a favorable balance can be struck between the two.

Simple folk may have some difficulty mastering the skills involved, but the sophisticated innately understand how the pleasure of abasing others can be heightened by being abased themselves.

The illusion among the most skilled is that they can achieve ultimate pleasure through a type of ambition or drive, which they call competence. This causes them to rise higher, and so to win ever-greater power. But what is the value of this status in a highly structured society devoid of any particular purpose except the right, for a limited time, to give more orders than are received? Courtiers used to scurry around palace corridors with much the same illusion of importance.

When the time comes to retire from the functions of power, many collapse into a psychic crisis. They feel as if they have been ejected into a void. This is because society has not been rewarding them for their competence or their knowledge, but for their occupation of positions of power. Their very success has required a disembodied abasement of the individual. And when they leave power, the agreeable sense of purpose which it conveyed simply withers away.

Of course, power must be wielded or there is no civilization. But in a society so devoted to power and run by hierarchies of expertise, the elites are unconsciously addicted to an abstract form of sadomasochism. This may explain why success so often translates into triumphalism and constant complaints about the incompetence of others. The underlying assumption of most civilizations, including our own, is the exact opposite. Success is supposed to produce a flowering of modesty and concern for others.”

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

Cabbage Patch Kids

Do you remember the Cabbage Patch Kids? If not, and you feel compelled to recall them, here is a reading on the Cabbage Patch Kids along with its accompanying vocabulary-building and comprehension worksheet. They came and went pretty quickly in the 1980s, so you won’t be surprised to hear that this reading tells a story about the ebb and flow of popular trends and the business successes and failures–both in evidence here–they cause.

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.

Evelyn Waugh on Manners

“Manners are especially the need of the plain. The pretty can get away with anything.”

Evelyn Waugh

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