The Disappearing Social Studies Curriculum: What Cost to Democracy? Margit E. McGuire, Ph.D. Seattle University.

The Disappearing Social Studies Curriculum: What Cost to Democracy?

Margit E. McGuire, Ph.D.Seattle University

Why teach social studies?

To prepare students for living in a democratic society and interdependent world.

To be informed and thoughtful To act politically To have moral and civic virtues such as concern

for others, social responsibility and the belief in the capacity to make a difference.

Civic Mission of Schools, 2003

“Research suggests that students start to develop social responsibility and interest in politics before the aged of nine. The way they are taught about social issues, ethics, and institutions in elementary school matters a great deal for their civic development.”

Civic Mission of Schools, p. 12

Knowledge of the social world… Name the three branches of the federal government. (Executive, Judicial, Legislative) 41.2%

Name as many of the Three Stooges as you can. (Curly, Larry, & Moe) 59.2%

http://www.constitutioncenter.org/CitizenAction/CivicResearchResults/NCCTeens'Poll.shtml

National Constitution Center, 1997 Poll

…and the trend continues

James S. Leming, Lucien Ellington, & Mark Schug, Social Studies in Our Nation’s Schools, May 2006, p. 10

Decrease in Social Studies Instruction

Social Studies in Our Nation’s Schools, May 2006

James S. Leming, Lucien Ellington, & Mark Schug

• Telephone survey conducted by University of Connecticut’s Center for Survey Research

• 1,051 randomly selected 2nd, 5th, and 8th grade social studies teachers

The Washington State Council for the Social Studies, with assistance from several other groups, this past fall conducted a survey on the status of social studies education in the state. The primary goal of the survey was to find out whether social studies education is on the decline, as we have heard anecdotally, and if so, why.

• Of those who felt social studies has declined, approximately 80% cited as the reason "state testing," "the WASL," "No Child Left Behind," "focus on reading and math," or some other answer that could be categorized as "a result of school reform." If we also included the comment "focus on other subjects," this percentage would be even higher.

• Other reasons cited frequently for decline include the integration of social studies with language arts, less funding for professional development and materials, and lack of a standardized SS curriculum in the district or state.

These findings are consistent with the national survey and individual state surveys conducted throughout the country.

What factors have contributed to the decline of social studies education?

Factor 1: Testing NCLB National testing State testing

Resulting in…

• Narrowing of the curriculum• More focus on low level knowledge• Fear and threats• Public education under attack

Factor 2: Emphasis on Literacy Literacy is the focus of the school day Literacy is the focus of staff development Resources are devoted to literacy

…and now mathematics

Factor 3: Curriculum Integration at the Expense of Social Studies

Published curriculum…For example…

Open Court

Reading about the social world is not the same as teaching social studies.

Open Court, Unit 4, (2002) Theme: “Making a New Nation.” The text on is entitled Top ic: “The Night the Revolution Began” (page 310) Comprehension focus questions:

• “Who was involved in the Boston Tea Party?” • “Why did coloni sts destroy the tea that had been imported by

Britai ?”n Teache ’r s instructions direct students to: visuali ,ze make connections, and summarize thei r readi .ng Additional unit topi :cs

• “The Midnight Ride of Paul Reve ”re • “ The Declaration of Independence” • “The Master Spy of ”Yorktown • “Shh! W ’e re Writing the Constitution” • “W ,e the People of the United Stat ”es

For example…

Examining Integration Approaches…

Research on Science and Literacy Integration at

UC Berkeley

Why Integration? Science provides an authentic and engaging context

for literacy learning, especially informational literacy. Literacy learning can support students in learning

science. Integration may strengthen the standing of science

in the school day. Integration may be our only hope in a policy context

with a crowded curriculum and a distorted sense of curricular values.

Retrieved January 21, 2007http://www.literacyinstitute.org/speaker_handouts.php

P. David Pearson 7-12-06.ppt

Why Integration?

Social studies provides an authentic and engaging context for literacy learning, especially informational literacy.

Literacy learning can support students in learning social studies.

Integration may strengthen the standing of social studies in the school day…a curriculum fast disappearing from the school day especially in the elementary school.

Using literacy skills to learn about the social world provides authentic and meaningful application.

Acting politically, a hallmark of social studies, requires strong literacy skills.

Social studies learning

Using the skills of literacy are necessary for learners to access the social world, giving purpose and meaning to the use of such skills. They are not an end in and of themselves.

For example, using the skills of driving a car are important but you also need to know where you are going.

Factor 4:The Quality of Early Social Studies Education

Social studies at the early grades is superficial at best and boring at worst or as Brophy and Alleman claim “…trite, redundant, and unlikely to help students accomplish significant

educational goals” (p.13). Brophy & Alleman (2007). Powerful Social Studies for Elementary Students.

Belmont, CA: Thomson Wadsworth

Factor 5: Commitment to Teach Social Studies

Teachers (especially primary teachers)

focus on literacy Administrators focus on literacy Staff development focuses on literacy You can’t teach what you don’t know Policy makers focus on literacy…and now math

Factor 6:The Quality of Instruction…

• Preoccupation with the WHAT to teach

Social studies at all levels focuses on what to teach National and State Standards Testing agendas Social Education Articles Scope and sequences

• Too much to teach

In the context of standards and testing, no one is willing to challenge the issue of an overcrowded curriculum… highly political textbook traditions resources to rethink how we teach social studies

• Less time to teach for understanding

Teaching what matters most is critically important for teaching for understanding Enduring--value beyond the classroom At the heart of the discipline not kibbles and bits Needing uncoverage Engaging to learners--especially for those we do

not want to leave behindWiggins and McTighe (1988).Understanding by Design, Alexandria, VI: ASCD

• Reduced creativity

Less experimentation with new ideas and ways of teaching More standardized curriculum

--”one size fits all” Less attention to learning needs of individual learners Less attention to engaging learners in authentic learning

What about children in poverty?

Less opportunity to learn social studies Continued issues of school failure and dropout Disengagement from school

Can we create dispositions towards democracy and the belief in the capacity to make a difference if we deny these children access to social studies education?

Bright Spots…

Storypath Strategy

A Powerful Narrative Structure for Curriculum Integration: The Storypath Strategy

The Storypath strategy uses the components of story--scene, character and plot--to organize curriculum into meaning and memorable learning experiences.

It is more than reading a story, it is living the story guided by the teacher as learners create the scene, become the characters and solve the problems presented through the plot.

“A clear and compelling narrative helps us find meaning, not just scattered facts and abstract ideas. Stories help us remember and make sense of our lives and the lives around us….A story is not a diversion; the best stories make our lives more understandable and focused” (p. 48).

Wiggins, G & McTighe, J. (1998). Understanding by design. Alexandria, VI: ASCD.

And others…Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.Egan, K. (2001). Imagination. in Turning the perspective: New outlooks on education. Enschede: CIDREE/SLOEgan, K. (1990). Romantic understanding: The development of rationality and imagination, ages 8-15. New York: Routledge.Downey, M. & Levstik, L. (1991). Teaching and learning history. In J. Shaver (Ed.). Handbook of research on social studies teaching and learning (pp.400-410). New York: Macmillan.

The Questioning Process

Problematizes content, encourages substantive conversations

and

guides students’ thinking about

important concepts and values.

Episode I: Creating the Setting

The Setting for the Park

Episode 2: Creating the Characters

The Park Planners

Episode 3: Building ContextInvestigating Plants for the Park

Episode 4: Building Context

A Place to Play

Episode 5 & 6: Critical Incidents

Graffiti in the Park

Bullying in the Park

Episode 7: Concluding Event

Dedicating the Park

Fair Go Model of Student Engagement*

Centralizes Student Engagement

…to enhance both learning and social outcomes

students need to “buy into” the educational experience

*http://www.psfp.nsw.edu.au/projects/index.html#Fair%20Go

Features of Engaging Classrooms

High cognitive, high affective and high operative tasks

Quality instructional practices “Insider classroom” interactions  

In the Storypath students receive messages that they are knowledgeable and able, have classroom control, have a place in the classroom, and their voice is valued.

What cost to democracy if social studies disappears from the curriculum?