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.

Douglas Sirk

“Douglas Sirk originally Hans Detlef Sierck: (1900-1987) German-U.S. film director. He was artistic director of several theaters in Bremen (1923-29) and Leipzig (1929-36) and made several films before fleeing Germany in 1937. He arrived in Hollywood in 1939 and received minor directing assignments until he joined Universal Pictures in 1950. There he directed comedy, western, and war movies but was best known for such popular melodramas as Magnificent Obsession (1954), There’s Always Tomorrow (1956), Written on the Wind (1956), and The Tarnished Angels (1957). After directing his greatest success, Imitation of Life (1959), he retired to Germany.”

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

Term of Art: Task-Oriented Learning

“task-oriented learning: A learning approach in which students are expected to complete specific assigned jobs, or tasks, to gain mastery. Advocates of task-oriented instruction laud it because it is experiential and hands-on, as opposed to instruction that relies on books and lectures.”

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

Cultural Literacy: Balance of Trade

Here is a Cultural Literacy worksheet on the balance of trade. This is a half-page worksheet with a reading of two compound sentences and three comprehension questions. A concise introduction to a fundamental concept in the economics of trade. If I had been paying attention, I would have paired this document into one post with this worksheet on the balance of payments as a concept in trade and economics I that posted about a week ago.

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 Edison on the Labor of Thought

“There is no expedient to which a man will not go to avoid the labor of thinking.”

Thomas Edison

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

Norman Cousins on Facts and Interpretation

“Unobstructed access to facts can produce unlimited good only if it is matched by the desire and ability to find out what they mean and where they lead.”

Norman Cousins “Freedom as Teacher” (1981)

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

Octave Mirbeau on What Sounds Like a Day at Work

“You’re obliged to pretend respect for people and institutions you think absurd. You live attached in a cowardly fashion to moral and social conventions you despise, condemn, and know lack all foundation. It is that permanent contradiction between your ideas and desires and all the dead formalities and vain pretenses of your civilization which makes you sad, troubled, and unbalanced. In that intolerable conflict you lose all joy of life and all feeling of personality, because at every moment they suppress and restrain and check the free play of your powers. That’s the poisoned and mortal wound of the civilized world.”

Octave Mirbeau

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

John Rawls

“John Rawls: (1921-2002) U.S. philosopher. Born in Baltimore, he taught at Cornell (1962-79) and later Harvard (from 1979). He has written primarily on ethics and political philosophy. In his Theory of Justice (1971), he offered an alternative to utilitarianism that led to very different conclusions about justice. He asserted that if people had to choose principles of justice from behind a ‘veil of ignorance’ that restricted what they could know about their own position in society, they would not seek to maximize overall utility but would instead both protect their liberty and safeguard themselves against the worst possible outcome, They would thus sanction only the kinds of inequalities (e.g. in wealth) that are to the benefit of the worst off (e.g. because the inequalities are necessary for incentives that benefit all).”

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

Pragmatism

Here is a reading on pragmatism and its attendant vocabulary-building and comprehension worksheet. I don’t imagine there will be a lot of demand for these documents; I wrote them for one student about 15 years ago. Preparing them for this post was the first time I’ve looked at them since then.

It’s probably worth mentioning that pragmatism is form of philosophy born in the United States. Its parents, Charles Sanders Peirce (1839-1914), William James (1842-1910), and John Dewey (1859-1952), are given first-class treatment in Louis Menand’s book on them and their philosophy, The Metaphysical Club (2001).

Aside: last summer, I spent some time interviewing for jobs in Albany, New York and environs, known as the Capital District or the Capital Region; I saw signs directing me to the village of Menands, seven miles north of Albany. As someone interested in place names and their origins, I assumed that the town was named for Louis Menand’s family. As it turns out, Louis Menand’s great-grandfather, also named Louis Menand, and himself an important 19th-century horticulturist, first arrived in the Village in 1842. So yes, once again, an old American family’s name becomes a place name, as so many have–think of the Astors: If you happen to live in New York City, their name is all over the place.

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.

Term of Art: Spelling

“spelling: Word in the English language can be difficult to learn to spell because of many irregular spelling patterns. For example, do, due, and dew are all pronounced exactly the same way but differ in meaning. While English has 44 sounds, it has only 26 letters.

The letter-sound correspondence is essential for reading, as is the sound-letter correspondence for correct spelling. A difficulty in these relationships results in language disabilities.

Spelling a word id fare more difficult than reading a word for several reasons. First, passive (receptive) skills such as reading tend to be easier than active, expressive skills such as spelling. In addition, there are not contextual or structural cues to help with spelling as there are for reading. While spelling can be difficult for average learners, in is particularly difficult for individuals with a weakness in decoding.”

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

Cultural Literacy: Balance of Payments

Here is a Cultural Literacy worksheet on the balance of payments as a concept in trade and economics. This is a half-page worksheet with a reading of two longish compound sentences and three comprehensions questions. A do-now exercise for some sort of social studies class, in other words.

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.