Preserving the Social Studies as Core Curricula in an Era of Common Core Reform

Abstract

Education reform over the last two decades has changed perceptions of core curricula. Although social studies
 has traditionally been part of the core, emphasis on standards-based teaching and learning, along with elaborate
 accountability schemes, is causing unbalanced treatment of subjects. While the research literature indicates teachers
 are spending less time on social studies, perceptions about the subject are more complicated. Some educators accept
 the value of social studies knowledge and skills, while others see it as an auxiliary subject for supporting test
 achievement. Integration is one way elementary school teachers reconcile the need to focus on tested disciplines, while
 holding to traditional notions of the core curricula. Results from a case study involving elementary teachers show
 integration as the preferred method for teaching social studies. Participants, however, also indicated they were unable
 to achieve effective integration due to time constraints, limited training, and inadequate curricular resources. The
 trajectory of standards-based reform suggests educators will continue to encounter obstacles that impede integration.
 Systematic change that preserves the place of social studies as part of the core curricula is unlikely. Nevertheless,
 adoption of Common Core standards presents an opportunity for educators to reexamine the merits of social studies
 integration