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.

Bob Moses: A Tribute to a Brilliant Civil Rights Activist and Educator, and His Message to Us

dianeravitch's avatarDiane Ravitch's blog

Bob Moses died on July 25 at the age of 86. He was noted for his intellect and courage. He was a leader of SNCC (the Student Nonviolent Coordinating Committee), leading a voter registration drive in Mississippi at a time when violence against Black civil rights activists were at risk of being murdered, and no jury would convict their killers. In 1964, he led the Mississippi Freedom Democratic Party, which tried unsuccessfully to replace the all-white Democratic delegation to the Democratic National Convention. In 1982, he founded the Algebra Project, to teach algebra to underprepared Black youth. He received multiple honors for his work. He graduated from the elite Stuyvesant High School in New York City, Hamilton College (where he majored in philosophy and French), and earned a master’s degree at Harvard in philosophy.

One of his friends and admirers forwarded the following story:

It might be of interest…

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Term of Art: Social Content Guidelines

“social content guidelines: The directions for textbook publishers developed by the state of California. These directions tell publishers what information their textbooks must include and exclude with regard to groups identified by race, ethnicity, gender, age, disability, economic status, or other criteria. California not only requires proportional representation of listed groups but also prohibits adverse reflection on them—meaning that any ‘descriptions, depictions, labels, or rejoinders that tend to demean, stereotype, or patronize’ any listed group are prohibited. The guidelines also require proportional representation of entrepreneurs, managers, and labor groups and ban adverse reflection on any particular occupation. In response to California’s social content guidelines, publishers are careful to avoid adverse reflection on any group in history textbooks and to eliminate potentially controversial literary selections. See also adverse reflection; bias and sensitivity review.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Joseph Addison, Presciently, on Today’s Political Discourse

“Our disputants put me in mind of the cuttlefish, that when he is unable to extricate himself, blackens all water about him until he becomes invisible.”

Joseph Addison

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

J. Edgar Hoover

Here is a reading on J. Edgar Hoover along with its accompanying vocabulary-building and comprehension worksheet. From the Intellectual Devotional series, this is a good general introduction to Hoover’s biography.

Any “good” biography of J. Edgar Hoover must by definition include his subversion of democracy, via COINTELPRO, during his reign as FBI Director. Hoover was a nasty piece of work, and he’s just the kind of villain that students find fascinating; he’s also a good figure with which to begin a critical examination of United States history in the twentieth century, including the Civil Rights Movement and the anti-Vietnam War upheavals. It’s an established fact that COINTELPRO monitored Malcolm X closely; his daughters, earlier this year, released a letter from the late New York City Police officer Raymond Wood in which Detective Wood confessed to participating with the FBI in the conspiracy to murder Malcolm. Netflix has done an admirable job of exposing this with the excellent documentary series Who Killed Malcolm X? I found it riveting.

In other words, these two documents are a gateway to some juicy, engaging stuff. I can already think of two students of mine who would have engaged deeply in a unit around these circumstances and events.

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.

Cultural Literacy: Ego

Here is a Cultural Literacy worksheet on the concept of ego. This is a half-page worksheet; the reading is three sentences, though two of them are longish compounds, and there are three comprehension questions.

This is a concept students should understand. The virtue of the reading in this document is that it situates the ego in Freud’s structural theory of mind, (without, interestingly, ever mentioning Sigmund Freud himself) so students will also learn about the id and the superego. This is a good general introduction to this subject. That said, there is clearly room to expand this document (easy for you to accomplish, since like everything on Mark’s Text Terminal, this is a Microsoft Word document) for further exploration or exposition of psychoanalytic theory. If I were to expand this in any way, I would make sure students walked away with a basic understanding of Freud’s biography and his ideas about the psyche.

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.

Cuckold

“Cuckold: The husband of an adulterous wife. The name derives from cuckoo, the chief characteristic of this bird being to deposit its eggs in other birds’ nests. Dr. Johnson explained that ‘it was usual to alarm a husband at the approach of an adulterer by calling Cuckoo, which by mistake was applied in time to the person warned.’ The cuckold was traditionally supposed to wear horns as the attribute of his condition. The usage is ancient; the Romans used to call an adulterer a cuckoo.”

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

Jane Addams on Democracy

“The cure for the ills of democracy is more democracy.”

Jane Addams

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

Containment

Here is a reading on the United States’ policy of containment along with its accompanying vocabulary-buidling and comprehension worksheet.

This is a good general introduction to this piece of United States foreign policy toward the Soviet Union after World War II. In fact, I would go so far as to say that it is the best short introduction to the topic I’ve seen, presenting the biographies and motivations of the key players, to wit, George F. Kennan and President Harry Truman, as well as a quick analysis of the policy itself.

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.

Tolkien’s 20 Rings of Power

J.R.R. Tolkien’s works are deeply embedded within a lifetime of mythological and philological scholarship that merges strains of Celtic, Norse, Zoroastrian, Chinese, and Byzantine storylines with his own imagination. At the heart of his Lord of the Rings trilogy is the Dark Lord Sauron, who has made twenty rings of power: Three for the Elves; Seven for the Dwarfs; Nine for the Kings of Men; and One, forged in Mount Doom, which will allow him to control all the nineteen ring wearers as explained by the secret rune verse, ‘One ring to rule them all, One Ring to find them, One ring to bring them all, And in the darkness bind them.’

The ‘Kings of Men’ become the nine (another significant Tolkien number) dark riders—a mounted hit squad devoted to the service of the Dark Lord Sauron. Originally led by the witch-king of Angmar and the easterner Khamu, they were given rings to bind them into obedience to Sauron, and their character, shape, and substance are gradually subsumed until they become spectral Nazgul, ‘ring wraiths.’”

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.

Eclecticism

“Eclecticism: A theory taught in the late 16th century by the Carracci at their academy in Bologna, based on the idea that the painter should choose the best of various schools and masters and combine these qualities in his own work. In a general sense, borrowing from a variety of a visual sources in the creation of a work of art or architecture.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.