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.

The Weekly Text, 22 October 2021: A Lesson Plan on the Crime and Puzzlement Case “Water Bed”

This week’s Text is a on the Crime and Puzzlement case “Water Bed.” I begin this lesson with this Cultural Literacy worksheet on the Latinism caveat emptor. As you probably know, this locution means “let the buyer beware.” However, in everyday discourse one will often hear someone say “there is a caveat” or “there are several caveats” in any given situation. Caveat by itself means (by  Merriam-Webster’s reckoning) “a warning enjoining one from certain acts or practices.” All of this is a roundabout way of saying that caveat emptor in particular, and caveat in general, are arguable words high school students should know by their graduation.

Anyway, you’ll need this PDF scan of the illustration and questions related to the evidence in this case to investigate it. And here is the answer key to solve the case and bring your culprit to the bar of justice.

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.

Cultural Literacy: The Communist Manifesto

As long as I have my computer on this afternoon, let me offer readers this Cultural Literacy worksheet on The Communist Manifesto. This is a half-page worksheet with a two-sentence reading and two comprehension questions. In other words, the most basic of introductions to this world-changing book.

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.

Temperance (n), Temperate (adj)

Here is a context clues worksheet on the noun temperance. I’m fairly confident I wrote this for a United States history class to help students understand the word as an adjective in the historical term Temperance Movement. You will note in these sentences that I tried to write context that also defines temperance to mean “habitual moderation in the indulgence of the appetites or passions.”

And here also is another context clues worksheet on the adjective temperate. This is a moderately complicated word whose essential meaning is “marked by moderation, “keeping or held within limits,” and “not extreme or excessive.” It’s worth remembering that this adjective attaches to nouns dealing with everything from drinking alcohol (as above), to climates, to one’s habits.

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: Perceptual-Motor Skills

“perceptual-motor skills: In everything children do, the look, listen, and touch, and then make a perceptual judgment about the things they see, hear, and feel. It is this perceptual judgment that dictates the way they react to their world (what is seen, what is heard, what is felt). When perceptions are well developed, then reactions are more likely to be appropriate for each given situation.

Thre are six perceptual systems that take in information from the environment: visual (light), auditory (sound), tactile (touch), kinesthetic (muscle feeling). Olfactory (smell), and gustatory (taste). Perceptual-motor skills or behavior generally will involve perceptual input through more than one of these systems, and a complex sequence of motor activities.

Motor learning is an important part of childhood development. There is a natural developmental sequence of perceptual motor skill development, beginning very early with skills such as rolling over and sitting up, and proceeding to activities such as crawling, standing, walking, running, and jumping. As development progresses, the requirements for integration of perceptual systems and motor behavior grow more steadily subtle and complex.

Delays in the development of age-appropriate perceptual-motor skills may have significant and sometimes pervasive effects on school and social performance.”

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

Emilio Aguinaldo

“Emilio Aguinaldo: (1869-1964) Philippine independence leader. Of Chinese and Tagalog parentage he was educated at the University of Santo Tomas, Manila, and became a leader of the Katipunan, a revolutionary society that fought the Spanish. Philippine independence was declared in 1898 and Aguinaldo became president, but within months Spain signed a treaty ceding the islands to the United States. Aguinaldo fought U.S. forces until he was captured in 1901, After taking an oath of allegiance to the U.S., he was induced to retire from public life. He collaborated with the Japanese during World War II; after the war he was briefly imprisoned; released by presidential amnesty, he was vindicated by his appointment to the Council of State in 1950. In his later years he promoted nationalism, democracy, and improvement of relations between the U.S. and the Philippines.”

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

The Weekly Text, 15 October 2021, Hispanic Heritage Month 2021 Week V: A Reading and Comprehension Worksheet on Cesar Chavez

This week’s Text, for the final Friday of Hispanic Heritage Month 2021, is a reading on Cesar Chavez along with its attendant vocabulary-building and comprehension worksheet. The reading comes from one of the Intellectual Devotional books; there is another reading and comprehension worksheet from one of those volumes. Entries on him appeared in two of them–Biographies and American History–and both are now available on this blog.

In fact, to use the boilerplate for this circumstance on Mark’s Text Terminal, these documents join a growing body of material on Mr. Chavez, one of the heroes of my youth.

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.

Ruben Dario

“Ruben Dario: (pen name of Felix Ruben Garcia Sarmiento, 1867-1916) Nicaraguan poet and essayist, famed as the high priest of modernismo. One of his favorite sayings was ‘Art is not a set of rules but a harmony of whims.’ Because he wrote verse as a child, he became known in Central America as ‘the boy poet.’ In 1886 he went to Chile, where he published his first major work, Azul (1888), a collection of verse and prose sketches that bore the imprint of the French Parnassians and revealed the fondness for lush, exotic imagery that was to characterize his work. In 1890 he returned to Central America and the first of his two unhappy marriages. After a short visit to Spain in 1892, he moved to Buenos Aires. The appearance of Prosas Profanas (1896; tr 1922), in which the influence of the French symbolists is fused with that of the Parnassians, marked the highpoint of the modernist movement. In 1898 Dario went again to Spain, now as a correspondent for La nacion, a Buenos Aires newspaper. He was acclaimed by intellectuals of Spain’s Generacion del 98, who, like Dario, were profoundly affected by the outcome of the Spanish-American War. Cantos de vida y esperanza, generally regarded as his best work, appeared in 1905. It shows the technical excellence and lyric beauty of his earlier poetry, but there is a greater freedom and a new feeling for the native themes, which he had previously rejected. Dario’s concern for ‘our America’ is also evident in ‘A Roosevelt,’ a poetic diatribe against the U.S., motivated by the seizure of Panama in 1903, and in Canto a la Argentina (1910). Dario’s later work reveals a growing disillusionment and despair, Although he was named Nicaraguan minister to Spain in 1908, his last years were marred by financial difficulties and poor health, due in part to his heavy drinking. In 1915, after an unsuccessful lecture tour of the U.S., he was stricken with pneumonia in New York and died soon after his return to Nicaragua. Dario’s influence on Spanish poetry can be measured by the statement of Pedro Henriquez Urena that ‘of any poem written in Spanish, it can be told with certainty whether it was written before him or after him.’ The Selected Poems of Ruben Dario appeared in English translation in 1965.”

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

Cultural Literacy: Che Guevara

Here is a Cultural Literacy worksheet on Che Guevara. This is a full-page worksheet with a reading of five sentences and six comprehension questions. With this worksheet, I can say that the document joins a growing body of materials on Che Guevara on this blog.

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.

Mt. Aconcagua

“Mt. Aconcagua: Mountain, western Argentina, on the Chilean border. At 22,384 feet (6,960 meters) high, it is the highest peak of the Andes and of the Western Hemisphere. It is of volcanic origin but is not itself a volcano. The summit was first reached in 1897.”

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

Cultural Literacy: Gringo

Here is a Cultural Literacy worksheet on the term “gringo.” This is a half-page worksheet with a reading of single compound sentence and two comprehension worksheets.

The reading offers no background on this term. Some years ago, for some reason, I read some on the origins of the word. While this Wikipedia page describes “gringo” as a slur. I never heard it or took it that way when I traveled through South America. Often, I thought, it was said in jest.

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.