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.

Cultural Literacy: Free Will

Here is a Cultural Literacy worksheet on the concept of free will. This is a half-page worksheet with a two-sentence reading and three comprehension questions.

In other words, it barely introduces, and in no way does justice to, one of the big, big questions in philosophy and religion. But as an adjunct to a fictional allegory on protagonists with circumscribed lives? This might be a useful document. In any case, it is formatted (like most of the things you’ll find on this blog) in Microsoft Word, so it is open source and therefore yours to do with as you need or wish.

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.

3 Playwrights of Athens’ Golden Age

“Aeschylus * Sophocles * Euripides

The apogee of Classical Athens’ two-century-long golden age of literature was the generation who thought and wrote between 461 and 431 BC. Theatre-going Greeks of this time witnessed the high-minded and complex tragedies of Aeschylus, the graceful, measured characterization of Sophocles and the more emotional and passionately charged creations of Euripides.

It is fitting that they are remembered as a trio, for each year three tragic playwrights produced a trilogy of tragedies (and a farcical comedy) that was performed over three consecutive days to honor Dionysus. These festivals were held around the time of the spring equinox. No more than three actors were permitted on the stage at any one time, their faces and that of the chorus covered in masks. At the end of the festival, one of the playwrights was voted the winner and given the prize of a goat, for the word ‘tragedy’ derives from ‘goat song.’”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Glasnost

Here is a reading on Glasnost along with its accompanying vocabulary-building and comprehension worksheet. As I was a Russian and Soviet Studies student at both the undergraduate and graduate level, I can tell you that this one-page reading, from the Intellectual Devotional series, does justice to the topic.

Incidentally, the Russian word root glas means “voice.” So, while one popular definition of glasnost is “openness,” it also means, as this definition from Merriam-Webster’s connotes, the freedom to use one’s voice to discuss previously circumscribed or forbidden topics.

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.

Book of Answers: Winston Churchill’s Nobel Prizewinning Book

“When and for what work did Winston Churchill win the Nobel Prize in Literature? In 1953 for The Second World War.”

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

Cultural Literacy: Edwardian Period

Here is a Cultural Literacy worksheet on the Edwardian Period in England, so named for King Edward VII, the eldest son of Queen Victoria.

This is a half-page worksheet with a reading of two clauses, the second of which is a longish compound sentence. There are three comprehension questions. This worksheet may have greater or lesser utility, depending on how much you need or want students to know about this period in British history. This document if, of course, formatted in Microsoft Word, so you may manipulate it to your and your students’ needs.

Who knows, you might have someone in your class interested in the Teddy Boys, and this reading provides an entree into their fashion sense.

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 Weekly Text, 6 August 2021: A Lesson Plan on the Crime and Puzzlement Case “Gambol”

This week’s Text is a lesson plan on the Crime and Puzzlement case “Gambol.” To open this lesson I use this Cultural Literacy worksheet on the Latinism carpe diem (“seize the day”). This is a half-page worksheet with a two-sentence reading and three questions.

To conduct your investigation into this crime, you’ll need this PDF of the illustration and questions that serve as the evidence of it. To bring the miscreant in this case to the bar of justice, you’ll need this typescript of the answer key.

Incidentally the first time I ever heard another person use the word gambol, it was the legendary Dummerston, Vermont farmer Dwight Miller, while tending one March afternoon to lambs recently born on his farm. Gambol, as a verb (used intransitively only) and a noun, mean, respectively, “to skip about in play” and “a skipping or leaping about in play.” If you’ve ever seen the way lambs move around when they’re excited, this word describes it. I wonder if a context clues worksheet on this word would serve better as a do-now exercise for this lesson.

Addendum, August 8, 2021: Here is a context clues worksheet on the verb gambol (as above) if you think it would make a better do-now for this lesson.

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.

Federico Mayor on a Necessity for Creating a Learning Society

“We cannot enter a learning society, an education age, without giving teachers the recognition they deserve.”

Federico Mayor, Director-General of UNESCO, (1987-1999)

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

Cultural Literacy: Ethics

Here is a Cultural Literacy worksheet on ethics. This is a half-page worksheet with a reading of two sentences.

I wrote two questions for comprehension. It’s worth mentioning, I think, that the first question, “What is ethics?”, looks a bit awkward because of the disjunct between singular verb (is) and plural predicate noun (ethics). Needless to say, I am treating ethics as a singular noun because it is a single field of inquiry and study.

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.

James Laughlin

“James Laughlin: (1914-1997) American publisher, editor, and poet. The son of a wealthy Pittsburgh steelmaker, Laughlin was best known as the founder and guiding force behind New Directions Press. After an extended stay in Italy, where he studied with Ezra Pound, he founded New Directions Press at the age of twenty-two. He published then-unknown writers, commissioned the translation of a vast array of foreign books, and reprinted older books that Laughlin felt deserved attention. His excellent judgement is attested to by a survey of the New Directions catalogue, which included early books by Tennessee Williams, Lawrence Ferlinghetti, Borges, and Nabokov. Laughlin is also a respected poet. In Another Country: Poems 1935-1975 (1978) showcases his spare style and precise, vibrant imagery, reflecting the precedent of the modernist writers he once published.”

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

Fundamentalism

Here is a reading on religious fundamentalism along with its attendant vocabulary-building and comprehension worksheet.

This reading from The Intellectual Devotional Modern Culture focuses tightly on the origins of Christian fundamentalism in reaction to scientific developments in the nineteenth century and the growth and development of this theological trend across time. If I have noticed anything across the span of my life, it is the growth of fundamentalism across the globe and its religions. Moreover, there has been a tendency toward moral absolutism and certainty, and misplaced faith in things like financial markets, that has not, in my opinion, benefitted human civilization. What I mean to say, I suppose, is that these documents might be a good place to start a discussion with students about conformity and rebellion, orthodoxy and heterodoxy, and intellectual freedom and bondage.

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.