Implications of Common Core State Standards on the Social Studies

Kenna, Joshua L.; Russell, William B.

doi:10.1080/00098655.2013.859559

Cited by 13 publications

(11 citation statements)

References 12 publications

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“…The social studies curriculum has always included components that overlap with teaching literacy skills (Monte-Sano, 2011). Consequently, adapting social studies to the common core required a reconceptualization of the purpose of social studies and what social studies teachers do, rather than wholesale curriculum redevelopment (Stoll, 2018;Kenna & Russell, 2014;Johnson & Janisch, 1998;Waters & Watson, 2016). As content areas not connected to high-stakes testing are often marginalized in the broader school curriculum, the Common Core standards' inclusion of an emphasis on informational texts to teach reading provided an opportunity to re-position and re-vitalize social studies education (Sharp & Purdum, 2019).…”

Section: Making the Literacy-social Studies Connection For Teaching Cmentioning

confidence: 99%

Integrating News Media into History Classes to Teach both Content and Civic Literacy

Martone¹

2020

JESP

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Section: Making the Literacy-social Studies Connection For Teaching Cmentioning

confidence: 99%

Integrating News Media into History Classes to Teach both Content and Civic Literacy

Martone¹

2020

JESP

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“…Approximately a year later the CCSS were officially released and soon adopted by 45 of the 50 states 1 (Kenna & Russell, 2014); however, within the English language arts domain there were standards intended for secondary social studies teachers under…”

Section: Introductionmentioning

confidence: 99%

“…In 2009 the Common Core State Standards (CCSS) Initiative was launched and funded in the United States by the National Governors Association (NGA), a bipartisan organization of the America's 50 state governors, and the Council of Chief State School Officers (CCSSO), a nonpartisan, nonprofit organization of America's state education officials, and from various business leaders including the Gates Foundation and the Charles Stewart Mott Foundation among others (Anderson, 2010) in order to develop new college and career readiness standards in mathematics and English language arts (download the standards at http://www.corestandards.org). Approximately a year later the CCSS were officially released and soon adopted by 45 of the 50 states 1 (Kenna & Russell, 2014); however, within the English language arts domain there were standards intended for secondary social studies teachers under the title, Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (Hereafter simply referred to as CCSS).…”

Section: Introductionmentioning

confidence: 99%

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Secondary Social Studies Teachers’ Time Commitment when Addressing the Common Core State Standards

Kenna¹,

Russell²

2015

JSSER

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In 2010 the Common Core State Standards (CCSS) were officially released in America for mathematics and English language arts and soon adopted by 45 of the 50 states. However, within the English langue arts domain there were standards intended for secondary social studies teachers under the title, Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. Moreover, the CCSS have been advertised as being able to transform the way teachers teach. That is, social studies teachers are expected to alter their instructional practices as a direct result of the implementation of the CCSS. Therefore, this study examined, using a self-reporting survey, whether the instructional practices of secondary social studies teachers in one Southeastern state had been "transformed" by the CCSS.

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“…Social studies encompasses many areas of instruction and differing skill sets (Connor et al , 2017; Kenna and Russell, 2014; NCSS, 1994, 2013; Nowell, 2017; Sunal and Haas, 2010). Effective social studies instruction should integrate subject matter through cross-disciplinary approaches, which the many intersections in K-6 social studies’ state and national standards and the Common Core State ELA Standards (National Governors Association, 2010) necessitate.…”

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confidence: 99%

Elementary classroom libraries and social studies trade books

Hodges

Wright

Coleman

et al. 2019

SSRP

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Purpose Standards and policy changes in K-12 education have created the unintended consequence of reducing instructional time spent on social studies content. This limited time devoted to social studies presumably has led to more integrated social studies and literacy instruction. The purpose of this paper is to document the types of high-quality social studies children’s books found in classroom libraries across five states. Design/methodology/approach In the present mixed methods study, the researchers utilized a database of 60 classroom libraries across five states to identify which high-quality trade books, defined by the National Council for the Social Studies, were present. The researchers document trends in both frequencies of books and social studies content across decades, classrooms, grade levels and states from 1972 to 2015. Findings The findings indicate that National Council for the Social Studies (NCSS) Notable Trade Books for Young People texts are largely missing from the elementary classroom libraries the researchers sampled. Of the 5,544 unique titles included on the NCSS lists from 1972 to 2015, 453 were located in the US classroom libraries database, representing 8.17 percent of books found on the notable lists. Originality/value Before teachers can take steps toward integrating social studies and literacy, they need easy access to high-quality social studies texts. Many high-quality trade books are recommended each year for exposing students to social studies content; however, the researchers found limited numbers of these books in classroom libraries. The researchers recommend the lists be circulated to a wider audience to inform more teachers about these texts.

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Implications of Common Core State Standards on the Social Studies

Cited by 13 publications

References 12 publications

Integrating News Media into History Classes to Teach both Content and Civic Literacy

Integrating News Media into History Classes to Teach both Content and Civic Literacy

Secondary Social Studies Teachers’ Time Commitment when Addressing the Common Core State Standards

Elementary classroom libraries and social studies trade books

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