Primary source analysis and understanding multiple perspectives are just two examples. While the primary focus of the Common Core Learning Standards is in improving literacy and math, elements of Social Studies topics and skills are emphasized. We present opportunities for improving content-area instruction and future research. Yet, the approaches for teaching comprehension and methods for instructional delivery (e.g., explicit instruction, high-quality feedback) teachers used infrequently aligned with those identified as effective in previous research. Findings revealed that two-thirds of social studies instructional time integrated practices for developing vocabulary and reading comprehension. Thirty-three fourth grade teachers from 12 schools across three school districts recorded their social studies instruction for a total of 2429 min. This study systematically investigated how elementary teachers integrate vocabulary and reading comprehension instruction during social studies teaching, as well as the extent to which this instruction aligned with evidence-based practices.
Teaching vocabulary and reading comprehension during social studies instruction is critical for reading development and the acquisition of content knowledge. The report concludes with a call to revisit and rewrite the 1989 NCSS Position Statement on Social Studies for Early Childhood and Elementary School Children to address the continued marginalization of K-5 social studies in the post-‘No Child Left Behind’ climate. Less than 30% of respondents offered rationales that incorporated the widely agreed-upon mission of social studies instruction-citizenship education. Data concerning these rationale statements were analyzed, and eight distinct categories emerged.
Respondents were asked to describe their rationale for social studies at their respective grade level and to describe the value of social studies instruction for their students.
Evidence from the study suggests that three factors may play a role in this marginalization: (1) perceived level of administrative support for implementing state social studies standards (2) lack of state-wide assessments for social studies at K-5 level and (3) teachers' lack of a clear understanding of the goals and mission of the social studies at K-5 level. Results indicated that social studies is becoming increasingly marginalized in the K-5 curriculum relative to other core subject areas (e.g., math and reading). This study reports the results of a comprehensive survey (59 fixed and 3 open-ended response items) of a stratified (by grade) random sample of K-5 teachers in Indiana (n = 594 response rate = 49.5%).