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.

Neologism

“Neologism: A new word or sense of a word and the coining or use of new words and sense. Most neologisms in English belong in the following categories; (1) Compounding: couch potato, someone constantly slumped on a couch watching television: video-conferencing, a number of people taking part in a conference or conferences by means of video equipment rather than all meeting on one place. (2) Derivation: yuppie, formed from yup, the initial letters of the phrase ‘young urban professional’ by adding the suffix –ie; yuppiedom, the condition of being a yuppie, formed from yuppie by adding the further suffix -dom. (3) Shifting meaning: spin, a journalist’s term for a special bias or slant given to a piece of writing. (4) Extension in grammatical function: the nouns guest and host used as verbs. (5) Abbreviation: in Stock Exchange usage, arb from arbitrager or arbitrageur, one who sells securities or commodities simultaneously in different markets to benefit from unequal prices; the computer acronym GIGO, meaning garbage in, garbage out. (6) Back-Formation: disinform formed from disinformation (and not the reverse). (7) Blending: harmolodic mixing harmony and melodic. (8) Borrowing: loanwords such as glasnost from Russian; Calques or Loan Translations such found object from the French objet trouve. (9) Very rarely, Root-Creation, or Coinage from sounds with no previous known meaning whatever: googol, Kodak (both apparently formed ex nihilo.”

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.

Term of Art: Multiple Intelligences

“multiple intelligences (MI): The theory that many people have many ways of demonstrating their capabilities and that rather than being a single entity, intelligence is made up of distinct learning proficiencies that can work individually or together. In 1983, psychologist Howard Gardner introduced the concept of multiple intelligences in his book Frames of Mind to show that the usual school-based emphasis on rationality and logic is not the only way to be ‘intelligent.’ There is now a huge following for MI; many schools have adopted some version of it, and related training and professional development programs have proliferated. Gardner originally identified seven intelligences, only the first two of which are typically valued by schools: verbal-linguistic (the ability to use language to convey information well and to analyze language use); logical-mathematical (the capacity to analyze problems logically, grasp abstractions, recognize codes and patterns, and investigate issues scientifically) visual-spatial (the ability to recognize and manipulate the relationships of object, concepts, or images in different dimensions); musical-rhythmic (sensitivity to pitch and rhythm of sounds, as well as skill in performance, composition, and appreciation of musical patterns); bodily-kinesthetic (the ability to use body movement to connect with information, solve problems, and convey ideas); interpersonal (the awareness of others’ intentions, motivations, and feelings, and the ability to interact with others with understanding); and intrapersonal (the capacity to understand oneself and to recognize one’s own feelings, fears, and motivations). Gardner subsequently added and eighth intelligence: naturalist intelligence, or the ability to recognize, categorize, and draw on certain features of the natural environment. Critics say that these intelligences are actually aptitudes or abilities, or variations of rational thinking, rather than what most people consider general intelligence, and that no one can function successfully in the modern world without the linguistic and logical skills valued by schools.”

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

The Weekly Text, 17 December 2021: A Lesson Plan on the Denominations of U.S. Coins from The Order of Things

The final Text for 2021 is a lesson plan on coin denomination in United States currency with its list as reading and comprehension questions. This material is adapted from The Order of Things, Barbara Ann Kipfer’s enviable reference book. This is relatively simple material, designed to aid students who struggle with the kind of reading and analytical skills that are presented by, for example, word problems in math.

Like most things on Mark’s Text Terminal, these documents are formatted in Microsoft Word, so you can alter them to suit the needs of your students.

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.

Dalton Trumbo

“Dalton Trumbo: (1905-1976) American screenwriter and novelist. One of Hollywood’s highest paid writers in the 1930s and 1940s, Trumbo was blacklisted and served a prison term for his refusal—as one of the ‘Hollywood Ten’—to answer questions about Communist affiliations posed by the House Committee on Un-American Activities in 1947. Living in Mexico, he continued to write popular movie scripts, such as Exodus (1960), The Sandpiper (1965), and The Fixer (1968), although some of his work in the 1950s had to be credited to pseudonyms. He published four novels, including Johnny Got His Gun, all of which expressed his populist attitudes.”

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

Descriptive and Prescriptive Grammar

“Descriptive and Prescriptive Grammar: Contrasting terms in linguistics. A descriptive grammar is an account of a language that seeks to describe how it is used objectively, accurately, systematically, and comprehensively. A prescriptive grammar is an account of a language that sets out rules (prescriptions) for how it should be used and for what it should not be used (proscriptions), based on norms derived from a particular model of grammar. For English, such a grammar may prescribe I as in It is I and proscribe me as in It’s me. It may proscribe like used as a conjunction, as in He behaved like he was in charge, prescribing instead He behaved as if he were in charge. Prescriptive grammars have been criticized for not taking account of language change and stylistic variation, and for imposing the norms of some groups on all users of a language. They have been discussed by linguists as exemplifying specific attitudes to language and usage. Traditional grammar books have often, however, combined description and prescription. Since the late 1950s, it has become common in linguistics to contrast descriptive grammars with generative grammars. The former involve a description of linguistic structures, usually based on utterance elicited from native-speaking informants. The latter, introduced by Chomsky, concentrate on providing an explicit account of an ideal native speaker’s knowledge of language (competence) rather than a description of samples (performance). Chomsky argued that generative grammars are more valuable, since they capture the creative aspect of human linguistic ability. Linguists generally regard both approaches as complementary.”

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.

Karl Kraus on Morality

“Morality is a disease which progresses in three stages: virtue—boredom—syphilis.”

Karl Kraus

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

Cultural Literacy: Defense Mechanism

Here is a Cultural Literacy worksheet on the defense mechanism as a psychological concept. This is a half-page worksheet with a three-sentence reading and three comprehension questions. The symmetry between reading and questions, if I say so myself, makes this a concise and therefore, I hope, effective document for building understanding of this simple but potent Freudian (the reading even mentions its origins in Freud’s work) concept.

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 Pentagon

Here is a reading on The Pentagon with its accompanying vocabulary-building and comprehension worksheet. I don’t know how much utility these documents carry, but I suspect that they would be best used with a student who has a particular interest in the topic. The reading is an informative summary on the building and its history, and is sufficiently up to date to include the attack on The Pentagon on September 11, 2001. Somehow, the editors of the Intellectual Devotional series fit all of that into a one-page text.

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.

The Doubter’s Companion: University

“University: A place in which a civilization’s knowledge is divided up into exclusive territories.

The principal occupation of the academic community is to invent dialects sufficiently hermetic to prevent knowledge from passing between territories. By maintaining a constant flow of written material among the specialists of each group they are able to assert the acceptable technique of communication intended to prevent communications. This in turn establishes a standard which allows them to dismiss those who seek to communicate through generally accessible language as dilettantes, deformers, or popularizers.”

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

Ex Voto

“Ex Voto: (Lat., out of thankfulness) A painted or sculptured image given to God or gods in thanksgiving for favors and blessings. Occasionally the donor is depicted in the work.”

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