GENERAL BACKGROUND ON THE TRENDS AND ISSUES OF SOCIAL STUDIES IN EDUCATION

Top 10 Issues and Concerns of teaching Social Studies

1. Breadth vs. Depth

Social studies standards are often written so that it is virtually impossible to cover all the required
material in the school year. For example, in World History, the National Standards require such breadth
of material that it is impossible to do more than just touch on each topic.

2. Dealing with Controversial Topics

Many social studies courses deal with sensitive and at times controversial issues. For example, in World
History teachers are required to teach about religion. In American Government, topics like abortion and
the death penalty can sometimes lead to heated debates. In these instances, it is important for the
teacher to maintain control of the situation.

3. Making Connections to Students' Lives

While some social studies courses like Economics and American Government lend themselves well to
making connections to students and their lives, others do not. It can be tough to connect what was
going on in Ancient China to a 14 year old daily life. Social Studies teachers have to work very hard to
make these topics interesting.

4. Need to Vary Instruction

It can be very easy for Social Studies teachers to stick to one method of instruction. There is a tendency
to give a great deal of lectures. It can be very tough to cover the depth of material without relying on
lectures and whole group discussions. Of course, there are some teachers who go to the other extreme
and have mainly projects and role playing experiences. The key is to balance the activities.

5. Staying at the Lower Level of Bloom's Taxonomy

Because much of teaching social studies revolves around names, places, and dates, it is very easy to
create assignments and tests that do not move beyond the Recall level of Bloom's Taxonomy.

6. History Is Interpretation

There is no such thing as "history" because it is truly in the eye of the beholder. Social Studies texts were
written by humans and therefore are biased. A perfect example is two American Government texts that
my school was considering adopting. It was obvious throughout that one was written by a conservative
and the other by a liberal political scientist. Further, history texts might describe the same event in a
different way based on who wrote them. This can be a tough one for teachers to deal with at times.
7. Multiple Preps

Social Studies teachers are often faced with having to teach multiple preps. This can be especially tough
for the newer teachers who have to prepare so many new lessons from scratch.

8. Too Much Reliance on Textbooks

Some social studies teachers rely too much on their textbooks in class. Unfortunately, there are ditto
masters out there who basically assign the students to read from their text and then answer a particular
number of questions.

9. Some Students Have a Dislike of History

Many students come into a Social Studies class with a particular dislike of history. Some will complain
that it has nothing to do with their lives. Others will just say it's boring.

10. Dealing with False Knowledge

It is not rare for students to come into your class with inaccurate historical information that they were
either taught at home or in other classes. This can be really hard to combat. One year I had a student
who swore that Abraham Lincoln had slaves. There was really nothing I could to dissuade them of this
belief. They had learned in in 7th grade from a teacher they loved. This can be really difficult to handle
at times.

TRENDS IN TEACHING THE SOCIAL STUDIES SUBJECT IN THE ELEMENTARY AND SECONDARY LEVEL

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 has
findings that they can enrich their courses with appropriate fiction and non-fiction literature. Student’s
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.

Example;

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.

Example;

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.
Example 1;

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.

Example 2;

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 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.

Example;

Many states and local districts are dividing their U.S. history 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. More important, they
perform well on standardized tests.

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.

Reference: http://www.apples4theteacher.com/resources/modules.php?
http://trendsandissuesinsocialsciences.wordpress.com/2010/07/07/trends-in-social-studies/