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.

Mande Languages

“Mande Languages: Branch of the Niger-Congo family of African languages. Mande comprises more than 25 languages of West Africa with over 10 million speakers. The most significant subgroup is the Mandekan complex, a continuum of languages and dialects, including Malinke, Maninka, Bambara, and Dyula, spoken from Senegambia and Guinea east through Mali to Burkina Faso. Other major Mande languages are Soninke in Mali, Kpelle in Liberia, Susu in Guinea, and Mende in Sierra Leone.”

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

Cultural Literacy: Burkina Faso

Here is a Cultural Literacy worksheet on Burkina Faso. This is a full-page worksheet with a reading of three sentences, the first of which is a long compound, and eight comprehension questions. The reading focuses on the geography of this West African nation, as do the comprehension questions. This might be solid material for emergent readers and users of English as a second language: the material calls upon students to pay close attention to some finely parsed details about the nations adjacent to Burkina Faso, then record them in response to targeted comprehension questions.

Incidentally, Burkina Faso, like Chad, Mali, Guinea, and Sudan, recently suffered a coup d’etat. If one searches the topic, the pattern that emerges in reporting on these coups is that “Africa is suffering a wave of coups.” That may be true, but authoritarianism around the world is on the rise, not just in Africa. If a civil society remains most salubrious for everyday human life and interaction, a military coup is never good news. On a somewhat happier note, the Burkina Faso National Football Team is on a winning streak.

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.

Paul Robeson on Picking His Battles

“The artist must elect to fight for freedom or slavery. I have made my choice. I had no alternative.”

Paul Robeson, Speech at antifascist rally, Royal Albert Hall, London, 24 June 1937

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Cultural Literacy: Marcus Garvey

Here is a Cultural Literacy worksheet on Marcus Garvey. This is a full-page worksheet with a four-sentence reading–all compounds–and seven comprehension questions. This is a good general introduction to this important–if controversial in some quarters–leader. I can tell you that the reading honestly states that the United States government deported Mr. Garvey to Jamaica because it feared his influence over Black people in the United States.

So there’s that, at least. Here is a connection worth exploring: are you aware that Malcolm X’s parents were Garveyites? There remains some reason to believe that Malcolm’s father, Earl Little, was murdered because of his involvement with Marcus Garvey’s United Negro Improvement Association.

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 Doubter’s Companion: Courtiers

“Courtiers: Instantly recognizable. Unchanged throughout history. These individuals live in the half-light, chasing power without purpose, prestige without responsibility. They travel in the shadow of those who have responsibility.

There are more courtiers in Western society today than perhaps at any other time in any other society. More even than in imperial China. It isn’t simply the crowds of White House staff of their equivalents around the presidents and prime ministers of other countries who count in this class. There are the lawyers, consultants, PR experts, and opinion-poll experts. They exist throughout the public and the private sectors and yet are no more than superficial decoration.

A corporatist society itself turns every technocrat who wishes to succeed into a courtier. Such highly structured systems find it almost impossible to reward actions over methods. And the corporation excludes the idea of individual responsibility. They are breeding grounds for those who seek power through manipulation.

The popular image of the courtier involves elaborate court dress, But the Jesuits were the most successful manipulators of power and they appeared in an anonymous uniform, similar to that of our discreet contemporary technocrats.”

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

Cultural Literacy: Straw Man

Here is a Cultural Literacy worksheet on the concept of a straw man in argumentation. This is a half-page worksheet with a two-sentence reading (the second of them a long compound) and two comprehension questions. This is a cogent introduction to the topic of the straw man. However, it presupposes an prior understanding of argumentation (and its rules) that some students may not possess. But in our current discursive culture, understanding the straw man, a favorite tool of demagogues, strikes me as vital for the development of critical awareness in 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.

Teach the Child, Not the Subject

“Teach the child, not the subject: The quintessential slogan of the progressive, child-centered movement of the 20th century. It is certainly true that the health and welfare of the child are more important than the academic subject matter. However, the slogan sets up an unfortunate and unnecessary dichotomy between the child’s social, physical, and emotional well-being and the teacher’s responsibility to teach the child the knowledge and skills that are essential elements of a good education. Both are important.”

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

Cultural Literacy: Progressive Education

Should you be using progressive methods in your teaching practice, you might find this Cultural Literacy worksheet on progressive education useful. If nothing else, it will help your students understand the way their class operates.

This is a full-page worksheet with a six-sentence (a full paragraph) reading and six comprehension questions. Once again, the editors of The New Dictionary of Cultural Literacy have done an admirable job of summarizing a series of concepts, complicated when taken together, into a short but thoroughly informative reading.

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.

Lexicon

“Lexicon (noun): An alphabetical list or book of defined words; wordbook; glossary or dictionary; the vocabulary of a particular language, class, group, or individual; word-hoard; compete record or domain, as of a particular field. Plural: lexicons, lexica; verb: lexiconize.

‘Among several reasons why the Women’s Liberation Movement (and interesting metaphor in itself) runs into resistance is that both men and women have internalized a rich lexicon of metaphors, about the subjects of sex, love, and domesticity.’ Neil Postman, Crazy Talk, Stupid Talk”

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

Spanish Civil War

Here is a reading on the Spanish Civil War along with its accompanying vocabulary-building and comprehension worksheet. While the reading does mention that this conflict became a “cause celebre among communists and left-leaning Western intellectuals,” it does not mention the Abraham Lincoln Brigade, an oversight in my estimation. This lapse, if you too think it one, can be remedied with this material from the Zinn Education Project.

Incidentally, The Brigade’s members were dismissed as “premature antifascists” in their time. In ours, I suppose, they would be ridiculed as the “woke left” by the halfwits on Fox News. They were right then and remain so about the menace of fascism.

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.