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.

Dr. Gholdy Muhammad on the Aspirations of Teachers

“We should want to move beyond mere grades and test scores and make it our mission that when students leave our teachers and our schools, they not only earn strong grades and test scores, but they also embody a love for reading and literacy–that they leave us and ascend to more remote regions of the world while also discovering the power of their own minds. This is the genius that they for others to cultivate–to prepare, to raise, to grow, and help develop. Cultivating genius speaks to the responsibility and work that educators have.”

Excerpted from: Muhammad, Dr. Gholdy. Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. New York: Scholastic, 2020.

George Bernard Shaw on Morality

“Morality consists in suspecting other people of not being legally married.”

George Bernard Shaw

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

Cultural Literacy: Courtly Love

Here is a Cultural Literacy worksheet on courtly love. This is a half-page worksheet with a three-sentence reading (the latter two of them longish compounds), and three comprehension questions. I guess this isn’t exactly a burning issue in social studies ritht now, but as I recall we were expected to address it in the freshman global studies cycle here in New York City–which is probably why I wrote it.

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.

Iran Hostage Crisis

Here is a reading on the Iran hostage crisis in 1979 and 1980 along with its vocabulary-building and comprehension worksheet. I remember these years vividly–I saw the first headlines about the crisis as I was passing a newsstand in the Miami airport en route to Jamaica. It was a fraught time. I have a minor quibble with this reading in that it minimizes the brutality of Mohammad Reza Pahlavi, the Shah of Iran, who was a genuinely nasty piece of work. And even though it is perhaps beyond the ken of this reading, it would have required little more than a sentence to mention that the Shah came to power subsequent to the 1953 coup d’etat in Iran, which deposed the democratically elected prime minister, Mohammad Mosaddegh.

The 1953 coup was engineered by both the United States Central Intelligence and the British MI6. In other words, as Dee Dee Ramone once put it, “Commando, involved again.”

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 Weekly Text, 12 November 2021: A Review Lesson on the Use of Pronouns in Declarative Sentences

This week’s Text is the penultimate lesson in the 13-lesson unit on pronouns I engineered several years ago, and have been working on ever since. It is basically a pre-assessment review lesson to prepare student for the final lesson, a guided mastery exercise in which they review and recapitulate all the foregoing lessons.

I open this lesson with this Everyday Edit worksheet on “Women Get the Vote.” If the lesson enters a second day for whatever reason, here is another Everyday Edit, this one on Uncle Tom’s Cabin. Here is the scaffolded worksheet for this lesson that is its primary work. Finally, here is the teacher’s copy of same. I’ll put up the final lesson soon, and then there will be a 13-lesson unit on pronouns available in its entirety on Mark’s Text Terminal.

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.

Stephanie Ericsson’s “The Ways We Lie”

When the English teacher with whom I work recently introduced Stephanie Ericsson’s essay “The Ways We Lie” late last week, I’d never previously seen it. If you search it, you’ll see that it is evidently in use in a number of schools around the country. It’s not especially profound, but it does touch on some of the my philosophical issues that lying and truth-telling raise. Ms. Ericsson has enjoyed a successful career as a writer and and actor, the latter of which surprised me.

In any case, here is a copy of the essay itself along with a contextual and learning support that I composed to attend it. The essay is in Microsoft Word, though I didn’t render it so, so I cannot vouch for it accuracy or fidelity; the contextual and learning support I did write, and, as below, if you find any problems with it, please advise. I copy-edited it twice, which doesn’t mean it doesn’t contain lapses or errors. There is a reason why professional writers–which I am not, alas–use the services of their publishers’ copy-editing offices.

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: Tactile Defensiveness

“tactile defensiveness: Being overly sensitive to touch; withdrawing, crying, yelling, or strking out when touched.

Some experts believe that that tactile defensiveness is related to disorganization in the midbrain, which is responsible for filtering incoming stimuli and—when abnormal—may not screen out all excessive tactile stimulation. As a result, a person would register even the most subtle sensations as irritating or painful, so that the person may respond to touch by grimacing or pulling away.

The central nervous system relies on different sensory nerve receptors in the skin to monitor the environment: light touch (surface), pressure (deep), temperature (hot and cold), and pain. It is quite possible for a person with tactile defensiveness to have one type of receptor that is oversensitive and the rest be normal. This explains why a person could tolerate light touch but pull away from a firm hug or prefer to run outside with a coat but be content with haircuts.

The tactile defensive individual can experience great distress in the course of daily life, constantly being bombarded with raw sensations. A person might insist on wearing only very soft clothes with large head openings or refuse to wear jewelry (especially around the neck). The slightest bump from another person may feel like a threat, and his or her defensive response may appear to be impulsive or aggressive. People with this condition may dislike group games such as tag or dodgeball, and holding hands with a partner can be physically agonizing. A person with this condition may shrink from being touched, which prevents him or her from being able to interact with friends in a normal way. Daily personal grooming, including bathing, washing hair, trimming nails, or brushing teeth can also be interpreted as uncomfortable.”

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

Vision Training and ADHD

“vision training and ADHD: Some people believe that visual problems such as faulty eye movements, focus problems, and light oversensitivity of the eyes cause reading disorders. However, there are few well-designed studies of this approach.

In 1972, a joint statement highly critical of the optometric approach to learning disability treatment was issued by the American Academy of Pediatrics, the American Academy of Ophthalmology and Otolaryngology, and the American Academy of Ophthalmology. In the absence of supporting evidence, most experts warn that this approach should not be used to treat learning disabilities.”

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

Annual Health Exam

OK, health teachers, if you can use them, here is a reading on the importance of an annual health exam along with its accompanying vocabulary-building and comprehension worksheet. For a one-page reading, this document pack in a lot of information–perhaps all that one needs to understand why one should get a physical every year.

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.

Sociology (n)

If you can use it (I was pleased to see that the subject is taught in the Brooklyn school in which I currently serve), here is a context clues worksheet on the noun sociology. It means “the science of society, social institutions, and social relationships; specifically, the systematic study of the development, structure, interaction, and collective behavior of organized groups of human beings” as well as “the scientific analysis of a social institution as a functioning whole and as it relates to the rest of society.”

I guess there is not much more to say than that about this half-page document.

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.