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.

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.

Derogatory

“Derogatory: Disparaging and offensive, a term often used in dictionaries (usually abbreviated to derog) to label expressions that intentionally offend or disparage: skinny when used instead of thin; American English ass-hole for someone considered stupid, mean, or nasty.”

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

Cultural Literacy: Revolutionary War

Here is a Cultural Literacy worksheet on the American Revolutionary War. This is a one-worksheet with a six-sentence reading and seven comprehension questions. It is an adequate general introduction to the topic. In the United States, this period of our history is taught thoroughly, so I doubt this document would be of much use beyond, perhaps, an independent practice (i.e. homework) assignment to start a much broader unit on the American Revolution.

However, if you’re one of the growing number of international users of this blog, this document might have greater utility. This material isn’t part, frankly, of your mythology. All you need are the basic facts, which this short reading supplies.

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.

Man of Letters

“Man of Letters: A well-educated, well-read, civilized and perhaps learned person—who may also be a writer (e.g. a belle-lettrist). ‘A man of capital letters,’ on the other hand, is one who thinks he is these things but is, in fact, very limited. Pope’s victims in The Dunciad might be called ‘men of capital letters’. See also BELLES LETTRES; LITERATI.”

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

Ursula Franklin on the Utterly Reasonable Price of Peace

“A good school is the price of peace in the community.”

Ursula Franklin in Her Opening Address at the Canadian Educational Association National Convention (1997)

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

Cultural Literacy: Selective Service System

Here is a Cultural Literacy worksheet on the United States Selective Service System. This is a half-page worksheet with a two-sentence reading and three comprehension questions. If you teach high school. this might be a quick introduction to a civic obligation–right or wrong–that young people must heed in order to receive a number of other rights.

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.