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.

Bully Pulpit

“Bully Pulpit Use of high office, power in media, or similar station to exhort of moralize to the people, as in the case of the presidency or an influential, prestigious newspaper. See also JAWBONE

‘And Moyers, unlike most newscasters, has something to say; he has abiding beliefs about what is right and wrong. And the CBS Evening News is, as they say, a bully pulpit.’ James Traub, United Mainliner”

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

The Doubter’s Companion: Ideology

“Ideology:Tendentious arguments which advance a world view as absolute truth in order to win and hold political power.

A god who intervenes in human affairs through spokesmen who generally call themselves priests; a king who implements instructions received from God; a predestined class war which requires the representatives of a certain class to take power; a corporatist structure of experts who implement truth through fact-based conclusions; a racial unit which because of its blood ties has a destiny as revealed by nationalist leaders; a world market which, whether anyone likes it or not, will determine the shape of every human life, as interpreted by corporate executives—all of these and more are ideologies.

Followers are caught up in the naïve obsessions of these movements. This combination ensures failure and is prone to violence. That’s why the decent intentions of the Communist Manifesto end up in gulags and murder. Or the market-place’s promise of prosperity in the exploitation of cheap, often child, labor.

There are big ideologies and little ones. They come in international, national, and local shapes. Some require skyscrapers, others circumcision. Like fiction they are dependent on the willing suspension of disbelief, because God only appears in private and before his official spokespeople, class leaders themselves decide the content and pecking order of classes, experts choose their facts judiciously, blood-ties aren’t pure and the passive acceptance of a determinist market means denying 2,500 years of Western civilization from Athens and Rome through the Renaissance to the creation of middle-class democracies.

Which is ideology/ Which not? You shall know them my their assertion of truth, their contempt for considered reflection and their fear of debate.

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

Postmodernism

They’re very likely something nobody at the elementary or secondary level needs, but here nonetheless are a reading on postmodernism and its accompanying vocabulary-building and comprehension worksheet. The one-page reading does a nice job of explaining what, for me, has always been a slippery concept. So if you’re teaching some or any of the authors discussed in this reading–among others you’ll find Thomas Pynchon, Italo Calvino, Toni Morrison, and Jean Rhys mentioned here–these documents probably aren’t of, uh, surpassing use to you.

On the other hand, as the reading points out, postmodernism is “notoriously difficult to define, whether in reference to literature, art, or anything else….” So there is the question of semantics to entertain here; a point of debate might be “Is there a stable definition of ‘postmodernism’ with concrete applied examples of the word?” Another might be an assertion in the reading, mostly accurate in my understanding of postmodernism, that the doctrine (such as it is) prescribes a view of the world that that “secure truths [do] not exist and that the world was therefore hopelessly fragmented.” That’s a grim assessment in many respects; but how, if at all, has it lent credibility to and generally abetted tyrants around the globe who began almost immediately, after a former president of the United States began flogging the term, began proclaiming most journalism (or journalism that doesn’t flatter the supreme leader) “fake news”? There, I think, is another point for debate.

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: Task-Based Instruction

“task-based instruction: An instructional approach that relies on specific activities to teach students the skills and knowledge they need in the ‘real world.’ The curriculum designer or teacher identifies specific needs—such as taking part in a job interview, applying for a credit card, ordering from a menu, or finding one’s way in an unfamiliar city—and builds the daily activities of the classroom around these tasks. See also scientific management; Taylorism.”

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

Jacob Bronowski on Scholarly Work and Virtue

“By the worldly standards of public life, all scholars in their work are of course oddly virtuous.”

Jacob Bronowski in a lecture at the Massachusetts Institute of Technology (1953)

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

Cultural Literacy: Bacchus

OK, here is a Cultural Literacy worksheet on Bacchus. He is, as my late, great friend Fritz Hewitt once said, “the god of rave-up.” If you prefer, the reading in this worksheet puts it, a bit more academically: Bacchus is the “Greek and Roman god of wine and revelry.” This is a half-page worksheet with a reading of five sentences–all short–and three comprehension questions. Even a reading this short, from The New Dictionary of Cultural Literacy, hits all the bases, including associating Bacchus with Dionysus, which is useful.

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.

Quintilian

“Quintilian Latin Marcus Fabius Quintilianus: (AD35?-after 96) Latin teacher and writer. Born in Spain, Quintilian was probably educated and trained in oratory in Rome. From about 68 to 88 he taught rhetoric, becoming Rome’s leading teacher and was an eminent advocate in the law courts. His Institutio oratoria is a practical survey of rhetoric in 12 books and a major contribution to educational theory and literary criticism, His dual emphasis on intellectual and moral training appealed to humanists of the 15th-16th centuries and through them influenced the modern view of education as all around character training to equip a student for life.”

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

Elizabeth Hardwick on Reading

I recently found myself in receipt of The Uncollected Essays of Elizabeth Hardwick, published by The New York Review of Books for its fine series of “Classics.” I couldn’t help but notice, and feel a need to transcribe for future use, this essay on reading, titled, simply, “Reading.” There is a great deal in these 2,158 words to provoke thought–especially for teachers.

But what do you think?

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.

Realism (In Literature)

“realism: In literature, the theory or practice of fidelity to nature or to real life and to accurate representation without idealization. The 18th-century works of Daniel Defoe, Henry Fielding, and Tobias Smollett are among the earliest examples of realism in English literature. It was consciously adopted as an aesthetic program in the mid-19th century in France, when interest arose in recording previously ignored aspects of contemporary life and society; Gustave Flaubert’s Madame Bovary (1857) established the movement in European literature. The realist emphasis on detachment and objectivity, along with lucid but restrained social criticism, became integral to the novel in the late 19th century. The word has also been used critically to denote excessive minuteness of detail or preoccupation with trivial, sordid, or squalid objects. See also naturalism.

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

Realism (In Visual Art)

“realism: In the visual arts, an aesthetic that promotes accurate, detailed, unembellished depiction of nature or of contemporary life. Realism rejects imaginative idealization in favor of close observation of outward appearances. It was a dominant current in French art between 1850 and 1880. In the early 1830s, the painters of the Barbizon school espoused realism in their faithful reproduction of the landscape near their village. Gustave Courbet was the first artist to proclaim and practice the realist aesthetic; his Burial at Ornans and The Stone Breakers (1849) shocked the public and critics with their frank depiction of peasants and laborers. In his satirical caricatures, Honore Daumier used an energetic linear style to criticize the immorality he saw in French society. Realism emerged in the U.S. in the work of Winslow Homer and Thomas Eakins. In the 20th century, German artists associated with the Neue Sachlichkeit worked in a realist style to express their disillusionment after World War I. The Depression-era movement known as Social Realism adopted a similar harsh realism to depict the injustices of U.S. society. See also naturalism.

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