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: El Salvador

Here is a Cultural Literacy worksheet on El Salvador, another Latin American nation that has been in the news quite often lately. This is a full-page worksheet with a reading of four sentences and eight comprehension questions.

A couple of things: the third of the four sentences in the reading is very long; for emergent and struggling readers, it would probably be best edited into smaller clauses. Like most of the Cultural Literacy worksheets I’ve posted during this Hispanic Heritage Month 2025, this one is a literacy exercise designed to help struggling readers understand relatively complex–but short–passages of text. These particularly call upon students to keep straight the cardinal directions of nations bordering on the subject of the document–in this case, El Salvador.

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 Weekly Text, 10 October 2025: Two Context Clues on the Nouns Deficit and Surplus, with a Lexicon Clarifying the Meaning and Use of These Words

This week’s Text, for social studies teachers in general and business education teachers in particular, is this context clues worksheet on the noun deficitanother on the noun surplus, and a lexicon to clarify their meanings and use.

Jeez, there really isn’t much more to say about these. I think they explain themselves. If they don’t, you might want to grab a copy of the Context Clues Worksheets Users’ Manuals.

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.

Pancho Villa

“Pancho Villa originally Doroteo Arango (1878-1923) Mexican guerilla leader. Orphaned at a young age, he spent his adolescence as a fugitive, having murdered a landowner in revenge for an assault on his sister. An advocate of radical land reform, he joined  Francisco Madero’s uprising against Porfirio Diaz. His Division del Norte joined forces with Venustiano Carranza to overthrow Victoriano Huerta and in 1914 was forced to leave with Emiliano Zapata. In 1916, to demonstrate the Carranza did not control the north, he raided a town in New Mexico. A U.S. force led by General John Pershing was sent against him, but his popularity and knowledge of his home territory made him impossible to capture. He was granted a pardon after Carranza’s overthrow (1920) but was assassinated three years later. See also Mexican Revolution, Alvaro Obregon.”

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

Cultural Literacy: Spanish-American War

Here is a Cultural Literacy worksheet on the Spanish-American War. This is a full-page worksheet with a reading of seven sentences (the sixth of which is a long compound, and probably ought to be edited into smaller pieces for emergent and struggling readers) and seven comprehension questions. As usual, the editors of The New Dictionary of Cultural Literacy do an admirable job of condensing complicated events into a cogent snippet of text.

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.

Cesar Davila Andrade

“Cesar Davila Andrade: (1918-1967) Ecuadorian poet, short-story writer, and essayist. Davila Andrade published eight books of verse and two collections of short stories before committing suicide in a hotel in Caracas, Venezuela, a victim of prolonged depressions and alcoholism. While his work is known mainly in Ecuador and Venezuela, he was most often compared to Neruda and Vallejo. Of most influence as a poet, he carried certain key obsessions—evil in the form of sickness, passion, or death; sex as annihilation, and love as the absolute ideal—through several poetic incarnations. He began in the tradition of love poetry, as seen in Cancion a Teresita (1946). The second phase, which includes Arco de instantes (1959) and Boletin y elegia de las Mitas (1967), is dedicated to poetic experimentation and the geography and people of his American continent. The final period is complex, personal, and hermetic, best characterized by Conexiones de tierra (1964), which often voices his views of life, literature, and aesthetics. A lover of both the mystical and prosaic, he perhaps never managed a successful reconciliation of these twin currents in either his poetry or his life.”

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

Cultural Literacy: Venezuela

Here is a Cultural Literacy worksheet on Venezuela. This is a full-page worksheet with a reading of six sentences and nine comprehension questions. Venezuela is a nation that has been very much in the news the past few years. so this document might have some currency. It is, in the final analysis, a literacy exercise aimed at helping emergent and struggling readers sort out a relatively complicated–if also relatively brief–passage of text.

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 Weekly Text, 3 October 2025: A Reading and Comprehension Worksheet on Nineteenth-Century Nationalism

For the penultimate Friday of Hispanic Heritage Month 2025 (for which, as I wrote in the first post of this month, I have, embarrassingly, nothing substantial to publish as a Weekly Text), this week’s Text is this reading on nineteenth-century nationalism along with its attendant vocabulary-building and comprehension worksheet.

The reading, along with many others on this blog, comes from the Intellectual Devotional series; I prepared the worksheet. Along with virtually every other document posted here, both of these are formatted in Microsoft Word, so they can be manipulated and adjusted to your classroom’s needs.

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.

Alvaro Obregon

“Alvaro Obregon: (1880-1928) President of Mexico (1920-24). A skillful military leader who fought for the moderate presidents Francisco Madero and Venustiano Carranza during the Mexican Revolution, he was largely responsible for the liberal constitution of 1917. In response to Carranza’s increasingly reactionary policies, Obregon took a leading role in the revolt that deposed him, and was elected president in 1920. He managed to impose relative peace and prosperity but was shot and killed before assuming office.”

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

Cultural Literacy: Ecuador

While I rather doubt that most schools at any level in the United States concern themselves with the nation of Ecuador (where I traveled extensively 45 years ago). Nonetheless, here is a Cultural Literacy worksheet on Ecuador. This is a full-page worksheet with a reading of three sentences and seven comprehension questions. A good literacy exercise for emergent and struggling readers.

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: Conquistadores

While I think their role in Hispanic history is one of pillage, murder, and disgrace, here, nonetheless, here is a Cultural Literacy worksheet on the conquistadores. They are–as below–in Diego Rivera’s mural on the history of Mexico. I hope that’s enough said in justification of this document’s presence here. Whatever the case, this is a half-page worksheet with a reading of of one sentence and one comprehension question.

In other words, perhaps all one needs to know about them.

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.