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 Unabomber

Here is a reading on the Unabomber along with its accompanying vocabulary-building and comprehension worksheet.

This is one of the better articles from the Intellectual Devotional series. The writer recites the facts of the case while keeping the whodunit angle front and center. I only developed these documents recently, so I’ve never used them in the classroom. Still, having used successfully many articles from these books, I think I can predict that this one will be of high interest to students, so I have tagged it as such.

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 Index

“The Index: The popular name for the Index Liborum Prohibitorum (Latin, ‘index of prohibited books’), the Vatican’s ever-changing list of proscribed publications, which Roman Catholics were forbidden to read except in special circumstances. The first index was made by the Inquisition in 1557, although St. Gelasius (pope 492-96) issued a list of prohibited writings in 494. In 1571 Pope Pius V set up a Congregation of the Index to supervise the list, and in 1917 its duties were transferred to the Holy Office. In addition to the Index there was the ‘Codex Expurgatorious’ of writings from which offensive doctrinal or moral passages were removed. The Index and the Codex were banned in 1966.

All books likely to be contrary to faith and morals, including translations of the Bible not authorized by the Church, were formerly placed on the Index. Among authors wholly or partly prohibited were: Joseph Addison, Francis Bacon, Geoffrey Chaucer, Benedetto Croce, Gabriele D’Annunzio, Rene Descartes, Edward Gibbon, Oliver Goldsmith, Victor Hugo, John Locke, John Milton, Montaigne, Girolamo Savonarola, Voltaire and, for a long time, Copernicus, Dante and Galen.

Index Liborum Prohibitorum was also the title given to the first ever bibliography in English of erotic and pornographic writing. It was published in 1877 by Henry Spencer Ashbee (1834-1900), businessman, book collector and member of the Royal Academy of Madrid, who left his collections of erotic and Spanish literature to the British Museum. Some experts have suggested Ashbee as the pseudonymous ‘Walter,’ author of the pornographic classic My Secret Life (1888-92).”

Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.

Cultural Literacy: Fiscal Policy

Here is a Cultural Literacy worksheet on fiscal policy. This is a half-page worksheet with a reading comprising three long and fairly dense compound sentences, with three comprehension questions.

As I revised this document for posting, it occurred to me that it is probably inadequate to the task of assisting students in developing an understanding of fiscal policy. So this might be a seed document from which others could and probably should grow. Also, the reading might better serve English language learners and emergent readers if it were broken up, and two or three more comprehension questions added. As always, I would be very interested to hear what you have done with this.

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: Temporal-Sequential Organization Problems

“temporal-sequential organization problems: Children with this type of organizational problem have trouble completing long-term assignments, understanding and having a sense of time, and understanding and following directions.

Almost every task a child does involves sequence, whether that task involves getting dressed, completing an assignment, or reading a book. Knowing the sequence and being able to follow it are important developmental skills.

School can be overwhelming for students who cannot recognize a step-by-step plan needed to master a concept such as memorizing the alphabet, understanding the seasons, or learning the multiplication tables. Spelling can be a particular problem for these children, who cannot remember the sequence of letters, which is also required for word recognition during reading.

Concepts of time are also very difficult for these children, who have trouble mastering days of the week, months of the year, and how to tell time. The ability to manage time is also compromised, and completing a long-term assignment by the due date is quite a challenge. Because a concept of time is foreign to these children, they easily lose track of time, which can interfere with a child’s ability to pace work during a test.”

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

A Learning Support on Writing the Interrogative Sentence

Here is a learning support on writing the interrogative sentence. This is something I assembled myself using a variety of sources; it’s lengthy–two full pages of text with a number of examples.

In my experience, students struggle to write interrogative sentences. This points to a much bigger problem (and perhaps a fundamental failing in our educational systems and pedagogy) that I seek on a daily basis to solve in my classroom: students don’t really know how to ask questions. Since all learning begins with a question, this troubles me greatly, which is why I worked assiduously to create a support that would answer all students’ questions about, well, asking questions. I know I ask for this at the bottom of every documents post, but I would be especially grateful to you for your comments on this 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.

The Devil’s Dictionary: Abundance

“Abundance, n. A means, under providence, of withholding alms from the destitute.”

Excerpted from: Bierce, Ambrose. David E. Schultz and S.J. Joshi, eds. The Unabridged Devil’s Dictionary. Athens: The University of Georgia Press, 2000. 

Luddites

Here is a reading on the Luddites along with its accompanying vocabulary-building and comprehension worksheet.

The noun and adjective Luddite, as you surely know, is tossed around in American English, occasionally as a pejorative, to signify someone opposed to innovation and technological advances. I’ll hazard a guess that most people using this word aren’t aware of its origins in Ned Ludd, who destroyed a pair of stocking frames (an early technological advance in textile manufacturing) in 1779. The Luddites, who destroyed textile manufacturing equipment in England from 1811 to 1816 to protest the depredations of the Industrial Revolution, took him as their namesake. I’ve vastly simplified the story of the Luddites for this blog post, this reading is a good general introduction to the subject of the Luddites, and emphasizes how their name entered the political and social lexicon of our time.

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.

6 Dynasties

Wu * Jin * Liu Song * Qi * Liang * Chen

The Six Dynasties Period can be compared to Europe’s Dark Ages as it stands between the two great cultural blocks of the Han (contemporary to the Roman Empire) and the Tang (about the time the Islamic Empire emerged). The first half of this period is sometimes known as the Three Kingdoms Period and the date can vary according to eastern and western divisions between the states, but, give or take a year or two, the Wu ruled from 22-285, the Jin from 265 to 420, Liu Song from 420 to 479, the Qi from 479 to 502, Liang 502 to 557 and the Chen from 557 to 589.”

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.

Cultural Literacy: Euthanasia

It’s not exactly the most pleasant topic, but here, nonetheless, is a Cultural Literacy worksheet on euthanasia. This is a half-page worksheet with a one sentence (a compound) reading with two questions.

One need look very carefully to see this is an obviously a word derived from ancient Greek (i.e. eu, “good, well,” than, “death,” etc.), so people have been thinking about this concept and act for a very long time. Nonetheless, this a high-school word, it seems to me, as it its verb form, euthanize.

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: Number

“Number: A grammatical category used in describing parts of speech that show contrasts of plural, singular, dual, etc. In English, the number system is basically a two-term contrast of singular and plural, shown in nouns and some pronouns and determiners, and to some extend in verbs. Even dual words, such as both, either, neither, take singular or plural verb concord: both taking the plural; either, neither usually taking the singular. English nouns, as far as number is concerned, can be divided into: singular only, plural only, and words that can be both. Singular-only nouns are: (1) Uncountable nouns which can occur with such uncountable-specific words as much, little: much money, little sugar. (2) Most proper nouns: Edinburgh, the Thames (in which other restrictions apply). Plural only nouns are (1) Countable: people in six people, but not in the European peoples. (2) Usually uncountable: not enough clothes (not six clothes); many thanks (not five thanks); trousers (a pair of trousers but not usually three trousers). The vast majority of countable nouns can be both singular and plural (book/books, fox/foxes, mouse/mice), but a few have no distinct plural form (as with one sheep/three sheep). Many nouns, however, have both countable and uncountable uses, in which case they may have a plural in some uses (What an excellent wine/What excellent wines!) but not in others (I never drink wine). Pronouns having distinct singular and plural forms include personal, reflexive, and possessive. Number contrast is neutralized with you, but the second-person reflexive forms distinguish yourself and yourselves. Demonstrative pronouns also have separate forms, singular this, that being used with singular countable nouns (this restaurant) and with uncountable nouns (this food). Number contrast in verbs, except in the verb be, is confined to the distinct third-person singular tense form (look/looks).”

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