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.

Rhetorical Question

“Rhetorical Question: Basically a question not expecting an answer, or one to which the answer is more or less self-evident. It is used primarily for stylistic effect, and is a very common device in public speaking—especially when the speaker is trying to work up the emotional temperature. For example (a politician on the hustings:

‘Are we going to tolerate this intrusion upon our freedom? Are we going to accept these restrictions? Are we to be intimidated by time-serving bureaucrats? Are we to be suppressed by sycophantic and supine jackals waiting for dead men’s shoes?’

Or the writer may argue with himself (and in a different way work on the emotions of the reader) as Sir Philip Sidney does in the 47th sonnet of the sequence Astrophel and Stella:

‘What, have I thus betrayed my libertie?

Can those blacke beames such burning markes engrave

In my free side? Or am I borne a slave,

Whose necke become such yoke of tyranny?

Or want I sense to feel my miserie?

Or sprite, disdained of such disdaine to have?’

Another fundamental form of rhetorical question (both having something in common with the above) are: (a) a series of questions in quick succession for emphasis (e.g. “Can we make it? If so, will it work? Where can we market it? Can we market it cheaply?” and so on); (b) a question put to another person or oneself which expresses surprise, astonishment, or anger and which is not easily answered. A good example is Bolingbroke’s outburst in Richard II (I, iii, 294) after he has been banished:

‘O, who can hold a fire in his hand,

By thinking of the frosty Caucasus?

Or cloy the hungry edge of appetite

By bare imagination of a feast?

Or wallow naked in December snow,

By thinking on fantastic summer’s heat?'”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

The Weekly Text, 7 January 2022: A Lesson Plan on the Crime and Puzzlement Case “Trick or Treat”

Happy New Year!

The first Weekly Text of 2022 on Mark’s Text Terminal is this lesson plan on the Crime and Puzzlement case “Trick or Treat.” I open this lesson with this half-page (with a two-sentence reading and three comprehension questions) Cultural Literacy worksheet on the concept of a “lunatic fringe” in politics, timely material in 2022 wherever you happen to be in the world, I submit.

To conduct your investigation of the heinous crime committed and documented in the pages of this lesson, you’ll need this PDF of the evidentiary illustration and questions that form the center of this case. Finally, here is the typescript of the answer key that will aid you in making an arrest and closing this case.

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.

Life Enhancement

“Life Enhancement: Term used by art historian Bernard Berenson to describe what he considered the primary function and role of art: the power to enrich, enhance, and extend the meaning of life.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

A Posteriori

“A posteriori: From what comes after: proceeding from effect back to cause, or reasoning form given facts to principles; pertaining to what can be known only through experience or facts; inductive or empirical (contrasted with a priori).”

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

The Doubter’s Dictionary: Facts

Facts: Tools of authority.

Facts are supposed to make truth out of a proposition. There are the proof. The trouble is that there are enough facts around to prove most things. They have become the comfort and prop of conventional wisdom; the music of the rational technocracy; the justification for any sort of policy, particularly as advanced by special interest groups, expert guilds and other modern corporations. Confused armies of contradictory facts struggle in growing darkness. Support ideological fantasies, Staff bureaucratic briefing books.

It was Giambattista Vico who first identified this problem. He argued that any obsession with proof would misfire unless it was examined in a far larger context which took into account experience and the surrounding circumstances. Diderot was just as careful when he wrote the entry on facts for the Encyclopedie:

You can divide facts into three types: the divine, the natural, and man-made. The first belongs to theology; the second to philosophy and the third to history. All are equally open to question.

There is little room for such care in a corporatist society. Facts are the currency of power for each specialized group. But how can so much be expected from these ignorant fragments of knowledge? They are not able to think and so cannot be used to replace thought. They have no memory. No imagination, No judgement. They’re really not much more than interesting landmarks which may illuminate our way as we attempt to think. If properly respected they are never truth, always illustration.”

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

Skepticism

Here is a reading on skepticism along with its attendant vocabulary-building and comprehension worksheet. This reading’s brevity should not distract from the fact (ironic, I know, to use that noun in a post containing a reading about skepticism) that it is a good general introduction to the topic of skepticism and its intellectual and philosophical principles.

And editorially, if I may? I cannot imagine a better time to teach this important mode of thought and analysis to students. In an age where social media has made it possible to spread mendacity and utter nonsense around the world with the stroke of a key, we owe it to students, and to civil society, to put this concept and its tools in the public square.

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: Visual Memory

“visual memory: The ability to take in, store, and retrieve information presented visually. Short-term visual memory is the ability to hold visual information in short-term memory in order to process it, either moving it into long-term memory or shifting focus.

Visual working memory (or nonverbal working memory) involves the ability to hold visual information in mind while considering it, reflecting on it, or in some other fashion processing it.

Long-term memory also involves visual forms, in which images are stored on a long-term basis and available for recall.”

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

The Doubter’s Dictionary: Economics

Economics: The romance of truth through measurement.

An understanding of the value of economics can best be established by using its own methods. Draw up a list of the large economic problems that have struck the West over the last quarter-century. Determine the dominant strand of advice offered in each case by the community of economists. Calculate how many times this advice was followed. (More often than not it was.) Finally, add up the number of times this advice solved the problem.

The answer seems to be zero. Consistent failure based on expert methodology suggests that the central assumptions must have been faulty, rather in the way sophisticated calculations based on the assumption that the world was flat tended to come out wrong. However, streams of economists are on record protesting that they weren’t listened to enough. That the recommended interest rate or money supply or tariff policy was not followed to its absolute conclusion.

This ‘science’ of economics seems to be built upon a non-scientific and non-mathematical assumption that economic forces are the expression of a natural truth. To interfere with them is to create an unnatural situation. The creation and enforcement of standards of production are, for example, viewed as an artificial limitation of reality. Even economists who favor these standards see them as necessary and justifiable deformations of economic truth.

Economic truth has replaced such earlier truths as an all-powerful God, and a natural Social Contract. Economics are the new religious core of public policy. But what evidence has been produced to prove this natural right to primacy over other values, methods and activities?

The answer usually given is that economic activity determines the success or failure of a society. It follows that economists are the priests whose necessary expertise will make it possible to maximize the value of this activity. But economic activity is less a cause than an effect—of geographical and climatic necessity, family and wider social structures, the balance between freedom and order, the ability of society to unleash the imagination, and the weakness or strength of neighbors. If anything, the importance given to economics over the last quarter-century has interfered with prosperity. The more we concentrate on it, the less money we make.”

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

Cultural Literacy: Socioeconomic Status

Here is a Cultural Literacy worksheet on socioeconomic status. This is a half-page worksheet with a three-sentence reading and three comprehension questions. For a document this concise, this is a thorough introduction to the topic. A good start on a complex, entrenched, sociological phenomenon.

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: Theory Theory

“theory theory: The idea that very young children actively construct and test theories about how the world works. According to this concept, a child holds an established theory until he or she encounters and anomaly that forces a paradigm shift and the adoption of a new theory. Theory theory is an application of the ideas first expressed by Thomas Kuhn in 1962 in The Structure of Scientific Revolutions. See also paradigm.”

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