Trends in K-12 Social Studies
Drawing on contemporary research literature, recently developed
curriculum guides, and blue-ribbon reports, this Digest reviews ten contemporary
trends in K-12 social studies in the United States.
TREND 1: HISTORY, HISTORY, AND MORE HISTORY
Every major curriculum report in recent years has called for
more emphasis on history. Some argue that history is the single discipline
that unites all the fields within social studies. Others point out that the
humanities--including art, music, and philosophy--can also be taught through
historical study.
Instead of focusing almost completely on political, military,
and diplomatic events, there is much more concern with social history--how
average people lived, worked, and played. Religion, ideas, art and music, entertainment
and sports are important aspects of human life and should be included in the
study of any historical period. Moreover, history has become more inclusive.
Students are learning about all peoples and cultures who have preceded us on
this planet. The history of civilizations in Africa, Asia, and the Americas
has been combined with the traditional coverage of Western Europe to attempt
a true "world" history. U.S. history now includes the contributions of all
groups who have built this nation.
Finally, there is an emphasis on genuine understanding of historical
events, not just acquisition and memorization of facts. Today's students are
learning about broad themes and ideas that have been pervasive throughout history.
They are taught to analyze cause and effect, distinguish between fact and opinion,
and view historical events from multiple perspectives.
TREND 2: MORE GEOGRAPHY, TOO
Along with history, geography has become a primary foundation
of the social studies curriculum. The subject almost disappeared from the K-12
curriculum in the 1960s and 1970s, but has had an amazing resurgence in the
past decade--as a separate course and integrated into history and other social
studies courses. Geographers and educators have agreed upon the five themes
of geography that serve as a framework for geographic understanding and illustrate
the relationship between human history and the earth, between time and place.
These themes are
- developing a sense of place;
- developing locational
skills and understanding the significance of location;
- understanding
the interaction between humans and the natural environment through time;
- understanding the reasons for and the importance of human migration;
and
- understanding world regions and the interrelated impact of cultural
and global interdependence. As history has changed to focus more on social
history, geography has gone beyond mere memorization of capitals and national
resources to become "human
geography."
TREND 3: USING LITERATURE TO TEACH SOCIAL STUDIES
This trend has particular implications for elementary social
studies, but secondary teachers also are finding that they can enrich their
courses with appropriate fiction and non-fiction literature. Student interest
is heightened when literature is used as an integral part of a social studies
program. Literature includes fiction, biography and autobiography, speeches,
diaries, poetry, myths and legends, plays, and even religious literature. Carefully
selected literature can make historical periods come to life and provide a
flavor of the thoughts and feelings surrounding an historical event. Excerpts
from SARAH PLAIN AND TALL can give young students an accurate and dramatic
picture of life on the prairie during the mid-1800's. Mary Antin's THE PROMISED
LAND, with its inspiring lines about "...America, America!," can convey the
sense of excitement, anticipation, and challenge that faced immigrants to the
U.S. And Joseph Logsdon's THE DIARY OF A SLAVE provides a chilling portrait
of the impact of the Civil War on African American slaves in Louisiana.
TREND 4: FOCUS ON THE MULTICULTURAL NATURE OF AMERICAN SOCIETY
The United States has been called a "nation of nations." More
immigrants are coming to this nation today than in the great period of immigration
in the late 1800s and early 1900s. But today's new Americans are coming from
every nation and cultural region in the world. All Americans, both old and
new, belong in the history of this nation. Recognition of this diverse and
changing society is associated with the term "multiculturalism." The effective
social studies curriculum highlights and celebrates the diversity of our society.
A true multicultural perspective presents an accurate picture of all the different
groups that comprise our pluralistic society. Students learn about the beliefs
and goals that bind us together as a nation. The motto "e pluribus unum" (from
many, one) forms the basis of a realistic and beneficial multicultural education.
TREND 5: RENEWED ATTENTION TO WESTERN CIVILIZATION
One of the most difficult tasks facing teachers and curriculum
developers today is balancing multiculturalism with the appropriate focus on
America's heritage from western Europe, which is also marked by diversity.
While it is essential that students should learn about the contributions and
heritage of all Americans, they should also learn about the origins of many
of the beliefs and principles that have made the United States unique among
nations. Without neglecting the important ideas and technological advances
of peoples in Asia, Africa, the Middle East, and the Americas, students are
learning about the growth of political and economic freedom that had its roots
primarily in western Europe. Moreover, these ideals have become a model for
governments throughout the world. Recognizing that the underlying principles
of our political system have a western European base is just as important as,
for example, giving credit to the Chinese for inventing paper or to the people
of India for developing zero in arithmetic. The new social studies curriculum
seems to be heading for a blend of global multiculturalism, including emphasis
on western civilization.
TREND 6: RENEWED ATTENTION TO ETHICS AND VALUES
Until the late 1950s and early 1960s, many social studies textbooks
had chapters where values such as honesty or punctuality were emphasized. This
attention to values changed during the late 1960s and 1970s to one of values
clarification or even "value-free" social studies, where students were encouraged
to examine their beliefs, but no attempt was made to guide them toward a predetermined
set of values. Today's social studies programs are beginning to encourage students
to examine the role of the individual in society and the responsibilities and
behaviors that lead to a just and fair nation. Sometimes referred to as "civic
virtue," these qualities include a sense of fair play, a respect for minority
rights, tolerance of other beliefs, and a desire to actively participate in
a democratic society. These values are embedded in the Declaration of Independence,
the U.S. Constitution, and the Bill of Rights.
TREND 7: INCREASED ATTENTION TO THE ROLE OF RELIGION
Like ethics and values, religion almost disappeared from the
social studies curriculum in the past 25 years. Ignoring the role and significance
of religion throughout history and in the contemporary world leaves a massive
gap that prevents students from fully understanding the past or present. Many
major historical events or issues such as the Crusades, the half-century of
struggle and war between India and Pakistan, and today's bitter conflicts in
the former Yugoslavia are based on religion.
In today's classrooms, students learn about the origins and growth
of the Muslim faith and its close relationship to both Judaism and Christianity.
They learn that, while the Pilgrims fled religious persecution, they were just
as intolerant of other beliefs in New England. Teaching about the impact of
religion in history and contemporary society is closely linked to multicultural
and ethical education. Knowing about, comparing, and understanding religious
beliefs is a key element in developing tolerance and a comprehension of one
of the primary motivating factors in human affairs.
TREND 8: ATTENTION TO CONTEMPORARY AND CONTROVERSIAL ISSUES
As with religion, many textbook publishers and curriculum developers
have avoided controversial issues. This is a barrier to the development of
critical thinking and decision making necessary for effective participation
in a democratic society. The HISTORY-SOCIAL SCIENCE FRAMEWORK FOR CALIFORNIA
PUBLIC SCHOOLS says: "History without controversy is not good history."
One way to help students deal with controversial topics is to
examine an issue through the eyes of all individuals or groups who were involved.
Seeing the arrival of Columbus or the arrival of Spanish or English settlers
through the eyes of indigenous peoples of the Americas is an example. Examining
the controversial decision to colonize the Philippines and comparing the protests
that erupted in the streets with those related to opposition to America's role
in Vietnam can help students understand contemporary events in the U.S. and
other nations. An excellent approach is to use primary documents such as newspaper
accounts, speeches, diaries, and autobiographies.
TREND 9: COVERING ISSUES IN DEPTH
If students are to acquire the understanding and skills necessary
for effective participation as citizens, they must explore topics in depth.
Trying to teach all of world or U.S. history in a single year is both impossible
and ineffective. The perspective and thoughtful judgment that should be a primary
goal of social studies requires sufficient time for students to explore topics
in depth, analyze a variety of literature and other sources of information,
and discuss issue-oriented questions with other students and the teacher. Students
who are taught the in-depth approach learn more information, enhance their
ability to relate knowledge to other situations, and enjoy their social studies
classes more. More important, they perform well on standardized tests. Many
states and local districts are dividing their U.S. and world history classes
into two- or three-year courses, providing more time for student and teachers
to concentrate on fewer topics. Others concentrate on major themes or issues
in building their courses and units.
TREND 10: WRITING, WRITING, AND MORE WRITING
Student writing is the most effective way to improve general
student achievement. Quite simply, students who write more learn more. Nowhere
is this more apparent than in the social studies, where the thoughtful deliberation
involved in writing leads to enhanced creativity and helps students connect
reading, writing, and other subject areas.
Writing is one of the best ways to utilize the in-depth approach
to social studies. Effective writing assignments require sufficient time to
both explore a topic prior to writing and discuss it with classmates and teachers
as part of the evaluation process. Group writing assignments have been effectively
used as part of social studies. Many teachers keep "portfolios" of student
writing to help expand assessment techniques.
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