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.

Sex Change Surgery

Here is a reading on sex change surgery along with its accompanying vocabulary-building and comprehension worksheet. Lest you misunderstand, this is not about the medical science or procedure of gender affirmation surgery.

Rather, it is about the infamous John/Joan case. The reading nicely job summarizes the tragic story of David Reimer, whose parents made the mistake of deferring to the New Zealand psychologist John Money. Money, who apparently coined the terms “gender identity” and “gender role,” appears to me to be at least culpable in, if not the direct cause of, the suicides of David Reimer and his twin brother. I wrote this material (using, once again, a reading from the Intellectual Devotional series) during the pandemic; as of this writing, I have not used this material with students. Nonetheless, I have tagged this post’s documents as high-interest material. Unless I miss my guess, students will indeed find these documents of considerable interest.

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.

Robert Maynard Hutchins on the Caprice of the Law

“The law may…depend on what the judge has had for breakfast.”

Robert Maynard Hutchins

“The Autobiography of an Ex-Law Student,” American Law School Review, Apr. 1934

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Cultural Literacy: George III

Here is a Cultural Literacy worksheet on George III. This is a half-page worksheet with a reading of four sentences  and three short comprehension questions.

In other words, this is a short and basic, though, it is worth mentioning, well-balanced, introduction to the monarch whom Thomas Jefferson, the principal author of the United States Declaration of Independence, accused in that document of, among many other things, refusing “…his Assent to Laws, the most wholesome and necessary for the public good.”

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.

Noam Chomsky, Famously, on Grammar and Meaning

“The notion ‘grammatical’ cannot be identified with ‘meaningful’ or ‘significant’ in any semantic sense. Sentences (1) and (2) are equally nonsensical, but…only the former is grammatical.

(1) Colorless green ideas sleep furiously.

(2) Furiously sleep ideas green colorless.

Noam Chomsky, Syntactic Structures ch. 2 (1957)

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Louis Pasteur and Pasteurization

Here is a reading on Louis Pasteur and pasteurization along with its accompanying vocabulary-building and comprehension worksheet. Given the current ascendance of germ theory denialism, this reading, from the Intellectual Devotional series, is particularly timely

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: Freudian Slip

Here is a Cultural Literacy worksheet on the concept of the Freudian Slip. This is a half-page worksheet with a single-sentence reading and three comprehension questions. I cannot, for the life of me, remember why I wrote this. Usually, that means I put some together in response to student interest; that is all but certainly the case here.

This might be too abstract or advanced an idea for some students–and, depending on one’s thoughts about such things, it might also be a bit risque. I don’t know. I do know that it’s worth mentioning that there is a more clinical term for the Freudian Slip, to wit, parapraxis. This worksheet, as it is in Microsoft Word, could easily be recast to call upon students to understand the concept of parapraxis.

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: Thinking Skills

“thinking skills: The way in which an individual acquires, interprets, organizes, stores, retrieves, and applies information, also known as cognitive skills.”

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

J. Lloyd Trump on Today and Tomorrow in Our Classrooms

“Events in our classrooms today will prompt world events tomorrow.”

J. Lloyd Trump (1908-1985) As quoted in The Teacher and the Taught (1963)

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

Christopher Lasch

Christopher Lasch: (1932-1994) American social critic and cultural historian. Lasch, a professor of history, is best known for his penetrating analyses of contemporary American cultural and political phenomena. In The Culture of Narcissism (1979), which became an unlikely best-seller, Lasch examined the effects of an increasingly self-centered worldview on the family and the community. He consistently challenged contemporary Americans’ reliance on experts to determine standards of behavior and thought. The Minimal Self (1984) examines individual freedom and privacy in the light of the agencies for social control in our lives. Lasch’s last work, The Revolt of the Elites and the Betrayal of Democracy (1994), took its ironic title from Ortega y Gasset’s The Revolt of the Masses (1930) and argued that the greatest threat to democracy is now from a technocratic oligarchy at the top and not from revolution from below.

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

Sulfa Drugs and World War II

Here is a reading on sulfa drugs and World War II along with its accompanying vocabulary-building and comprehension worksheet.

While this material probably qualifies as minutia in the grand sweep of the history of World War II, it is in fact an important moment in the war. This reading is an exposition of cause and effect: by mass chemoprophylaxis (the act of administering medication in the hopes of preventing disease spread) with sulfa drugs, the US Navy saved an estimated 1 million man days and between $50 million and $100 million in 1944 dollars. Ultimately, penicillin replaced sulfadiazine, or sulfa drugs. It is just this kind of cause-and-effect scenario, in my observation in New York State, that tends to inform questions on high-stakes social studies tests.

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.