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.

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.

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.