Implementation of a Stronger Social Studies Curriculum

Over the last couple of decades there has been a trend of program-slashing with traditional curriculum courses such as physical education, art, and music. However, these are not the only subjects being squeezed out or put off to the side from a public educational curriculum. Social Studies, which is a course that includes geography, history, civics, etc. has also discovered itself as a course on the sidelines. In the 1993-1994 school year, students spent 9.5 percent of their time in social studies, but by 2003-2004 that percentage had dropped to 7.6 percent, despite the expansion of total instructional time.

Now, why has this traditionally “core subject” that used to be of the same importance as science, English, and math, put on the back burner in thousands of U.S. classrooms? This change began during the beginning years of the Cold War. While there was an innovation of technology during World War II, there became a later use of technology that became a problem. With the launching of Sputnik by the Soviet Union in 1957, many Ameircans started to believe that the U.S. was falling behind and started developing feelings of inadequacy. This led to the 1958 passage of the National Defense Education Act, pouring about a million dollars into k-12 math and science programs over a four year period. However, this did not lead to a drastic change in social studies curriculum (in fact, elementary grades peaked at around 3 hours of social studies instruction per week during the 1993-1994 school year).

This diminished focus on social studies education really began with the testing movement and standards. In 1991, comprehensive math standards were brought in to set a bar of development for students across the country. As the testing movement and meeting standards strengthened, mathematics and literacy gained all the attention and focus from educators and administrators, pushing other subjects (like social studies) to the bottom of the ladder. Fifteen years later, as these subjects were still being diminished, the passage of President George W. Bush’s “No Child Left Behind” intensified the problem by putting greater pressure on schools to raise standardized test scores in mathematics and literacy.

The signing of “No Child Left Behind” was used as an effort to focus on the increasing achievement gap between low-income and affluent students. This piece of legislation essentially became controversial right from the beginning due to the “one size fits all approach”, using yearly standardized test scores to determine federal funding for schools based on if a student is performing successfully in reading and math. This led to low performing schools receiving less funding; ultimately being punished for their low scores. Not only were schools, who needed an increase in funding, receive less, but many argue that this legislation narrowed the curriculum even more. Since standardized tests concentrate on math and English, schools have been pressured to increase focus, time, and resources on these subjects at the expense of others, along with social studies.

The Obama administration did recognize deficiencies in a decade of educational policies: “President Obama and I reject the notion that the social studies is a peripheral offering that can be cut from schools to meet [Adequate Yearly Progress] or to satisfy those wanting to save money during a fiscal crunch. Today more than ever, the social studies are not a luxury, but a necessity. We need to fix [No Child Left Behind] so that school leaders do not feel forced to ignore the vital components of a good education”, wrote U.S. Secretary of Education Arne Duncan in 2011 in Social Education, a journal published by the National Council for Social Studies. While they pledged to fix these shortcomings, they kept the central idea of high- stakes standardized testing through programs like Common Core State Standard Initiative and Race to the Top. Both of these programs mainly focused on mathematics and English, but there were still no common core standards for social studies. These programs are voluntary, so there is more of a flexibility for schools to incorporate them into the curriculum. It is clear that is is a problem as 23 percent of students know that the First Amendment protects religious freedom, one-third can name all three branches of governments, and most think the significance of Abraham Lincoln is his beard. Not only that, but according to a survey by the Center on Education Policy, 44 percent of successful school districts in the U.S. have reduced social studies instruction time since the enactment of the “No Child Left Behind”, 51 percent if you include “failing schools”. Basically these schools only reach about four weeks of social studies instruction per academic year.

Before we go any further, we need to understand exactly was social studies curriculum and its purpose. The National Council defines social studies as “the integrated study of the social sciences and humanities to promote civic competence”, which includes a variety of subjects such as history, economics, sociology, geography, anthropology, and political science in grades K-12. Social studies, if taught well, empowers students to comprehend, interpret, participate, and make informed decisions about their community and the world. They should be supplied with knowledge and understanding about other people, the environment, present and past. They are also equipped with decision making and problem skills that help them make thoughtful and informed observations and ideas. Not only that, but it allows students to use their learning processes, skills, and understandings in order to be responsible individuals whether at a local, national, or global level. Basically, they learn and evaluate political decisions, learn about the aspect and power of economics, and attempt to find their social place in their world. However, it does not obtain the same status as a “core subject” even though it is a subject that is applicable in almost every aspect of life- self, friends, family, town, state, and country.

Without enough time to teach social studies in elementary schools, students lose the building of interpersonal, socio-emotional, critical thinking, and assessment skills.With the devaluation of social studies curriculum students are unable to receive purposeful and effective teaching. Now, this is a problem because the devaluation of social studies can have political, economic, and social ramifications.

First, all grade levels of social studies promotes and strengthens students’ development skills in critical thinking and demands them to become strong oral and written communicators who are able to formulate and express their own opinions. Sadly, a Chronicle of Higher Education survey discovered these are some of the top traits employers look for, but are missing in today’s entry-level workers. Without social studies growing these skills, students can be less prepared and less likely to receive future employment.

Even more troubling is the increasing “civic achievement gap” that students are being less exposed to from the decreasing social studies instruction time. This is actually related to the achievement gap. The civic achievement gap means that students who are from low- income households are less likely to partake in civic affairs than students who come from affluent households. CITE In Fact, a Harvard study shows that students who come from families with an income of over $75,000 participate in double the amount of civic affairs than students who come from families that make under $15,000.

Many believe that incorporating more of a stronger social studies curriculum could help close these gaps. Students who receive more of an effective social studies education are more likely to vote, volunteer, work on issues in the community, and can become more confident in expressing their opinions and ideas on political issues, according to a Carnegie Corporation study. How to make effective? Social Studies is meaningful, active, value based, challenging, and integrative. Without that they don't receive it.