Preserving the Social Studies as Core Curricula in an Era of Common Core Reform

Abstract

Education reform over the last two decades has changed perceptions of core curricula. Although social studies has traditionally been part of the core, emphasis on standards-based teaching and learning, along with elaborate accountability schemes, is causing unbalanced treatment of subjects. While the research literature indicates teachers are spending less time on social studies, perceptions about the subject are more complicated. Some educators accept the value of social studies knowledge and skills, while others see it as an auxiliary subject for supporting test achievement. Integration is one way elementary school teachers reconcile the need to focus on tested disciplines, while holding to traditional notions of the core curricula. Results from a case study involving elementary teachers show integration as the preferred method for teaching social studies. Participants, however, also indicated they were unable to achieve effective integration due to time constraints, limited training, and inadequate curricular resources. The trajectory of standards-based reform suggests educators will continue to encounter obstacles that impede integration.Systematic change that preserves the place of social studies as part of the core curricula is unlikely. Nevertheless, adoption of Common Core standards presents an opportunity for educators to reexamine the merits of social studies integration.

Elementary classroom libraries and social studies trade books

“…For instance, Hawkman et al (2015) found that 67 percent of preservice elementary teachers observed two or fewer social studies lessons over the course of an entire semester. Additionally, Denton and Sink (2015) found that integration with literacy instruction remains teachers’ preferred method of delivering social studies content. Nowell (2017) found that social studies teachers at all levels felt positively about the CCSS and were prompted by the standards to incorporate more writing and document analysis into their instruction.…”

“…One reason for the low achievement scores stems from social studies education’s limited instructional time in elementary schools (Denton and Sink, 2015). Since the 1970s, US education has seen many policy shifts including No Child Left Behind (NCLB) and the CCSS (National Governors Association, 2010) that have unintentionally marginalized social studies instruction.…”

Social Studies Curriculum Integration in Elementary Classrooms: A Case Study on a Pennsylvania Rural School

“…Denton and Sink (2015) claimed that teachers are spending minimal time on social studies and yet there is a lack of studies assessing teachers’ opinions and perceptions on this trend and use of integrated curriculum. Some educators embrace the need for social studies because they see value in having social studies knowledge and skills (Denton & Sink, 2015).…”

“…However, the majority of elementary school teachers believe that having an integrated curriculum is one of the best ways to reconcile the need to focus on tested disciplines while maintaining traditional notions of the core curricula. Elementary teachers prefer integration as their main method to teach social studies; however, time constraints, lack of training, and insufficient curricular resources all hindered effective integration (Denton & Sink, 2015). Training of teachers is important to increase the probability of curricular integration adoption (Harris, Wirz, Hinde, & Libbee, 2015).…”

PreK–5 Teacher Views of Professional Development Integrating Common Core Language Arts With Science and Social Studies

“…When considering CCSS and content integration separately, a few research studies surface. For example, Denton and Sink's (2015) case study involving elementary teachers and social studies embedded within other content subjects (not with CCSS) shows integration as the preferred approach, though participants stated that time, limited training, and inadequate resources inhibited their use of effective social studies integration with other disciplines. Nowell (2017) studied three social studies teachers' perceptions of CCSS literacy integration in Oklahoma, finding that teachers were most concerned with filling grade-to-grade, vertical curricular gaps and cultural diversity components lacking in CCSS assessments.…”