Elementary Social Studies Content Integration in CCLS: An Analysis of Content Integration
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| Title: | Elementary Social Studies Content Integration in CCLS: An Analysis of Content Integration |
|---|---|
| Language: | English |
| Authors: | Huck, Adam (ORCID |
| Source: | Social Studies. 2019 110(1):1-16. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Evaluative Tests/Questionnaires |
| Education Level: | Elementary Education |
| Descriptors: | Elementary Education, Social Studies, Common Core State Standards, Integrated Curriculum, Core Curriculum, Educational Policy, Interdisciplinary Approach, Language Arts, Lesson Plans, Curriculum Implementation |
| Geographic Terms: | New York |
| DOI: | 10.1080/00377996.2018.1524359 |
| ISSN: | 0037-7996 |
| Abstract: | 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. Primary source analysis and understanding multiple perspectives are just two examples. This article is grounded in a qualitative analysis of integrated instruction in two elementary classrooms. Through content analysis of curriculum and policy documents, I argue that current policy has made gains in elementary Social Studies instruction, but significantly more work must be done to elevate the subject to a true core content area. Data sources for this study were classroom observations, teacher interviews, and document analysis. Classrooms involved in this study utilized resources, as determined by the classroom teacher, to integrate literacy instruction with Social Studies concepts and skills. The purpose of this study was to identify progress made in recent policy toward practical application of Social Studies instruction. I also identify next steps in increasing and improving elementary Social Studies instruction. This study sought to guide the evolution of policy. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1210660 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFfYZLEHwHUBshcBjp-BaAYAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDK5jm3eJCIu5AM8eWgIBEICBm1mvWVq8DPUcMw4PywEfY71IqyvThdiWGYs2VgPjkPATXSadxxPzDkECYDAgJf_JCgSEbn--UvtvRbrpIDbu5WwOxi3F2-qAjmo7fm-nvE5qsCQpP5CSk3zPPPYNMYJgKdP3Vrx17nByemCnK_pb1b_pf05yS8r9h5a8gkUSAL5FXQq99JvwnpRJ_KBYU9-1Akj5bcYEnt5KI35M Text: Availability: 1 Value: <anid>AN0135649646;soc01jan.19;2019Apr02.10:09;v2.2.500</anid> <title id="AN0135649646-1">Elementary Social Studies Content Integration in CCLS: An Analysis of Content Integration </title> <p>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. Primary source analysis and understanding multiple perspectives are just two examples. This article is grounded in a qualitative analysis of integrated instruction in two elementary classrooms. Through content analysis of curriculum and policy documents, I argue that current policy has made gains in elementary Social Studies instruction, but significantly more work must be done to elevate the subject to a true core content area. Data sources for this study were classroom observations, teacher interviews, and document analysis. Classrooms involved in this study utilized resources, as determined by the classroom teacher, to integrate literacy instruction with Social Studies concepts and skills. The purpose of this study was to identify progress made in recent policy toward practical application of Social Studies instruction. I also identify next steps in increasing and improving elementary Social Studies instruction. This study sought to guide the evolution of policy.</p> <p>Keywords: Elementary; content integration; social studies; common core</p> <hd id="AN0135649646-2">Introduction</hd> <p>Social Studies as a stand-alone subject has received waning instructional time in the elementary classrooms (Boyle-Baise, Hsu, Johnson, Serriere, &amp; Stewart, 2008). To accommodate this, teachers often must take the initiative to identify alternatives in an effort to ensure sufficient Social Studies curriculum is taught in their classroom. Social Studies is a fairly old content area but it has struggled for distinction within the elementary classroom. Many contend that the primary purpose of Social Studies education in the United States is "to educate youth for the purpose of democratic citizenship" (Hinde, 2005, p. 105). However, curriculum within this content area is often relegated to an afterthought or something accomplished if time allows because teachers must maneuver many instructional time constraints. However, recent legislation created an environment in which content areas tied to mandatory assessments receive the bulk of instruction time. The standards also required to be taught are often voluminous and impractical (Hinde, 2005). As a result, teachers, whether by direct order or personal choice, devote their instructional time on the areas in which they will be held the most accountable: ELA and Math.</p> <p>The quandary for Social Studies then enters the fray. How do educators ensure this valuable content area, devoted to creating democratic citizens, is given the time and respect to achieve critical societal goals? One solution, while not new, has received renewed focus and discussion as a response to this very question. This solution involves an interdisciplinary approach to the curriculum in which content areas are integrated with one another to achieve a valuable and efficient learning experience for the student. Furthermore, the position of the National Council for the Social Studies is that Social Studies "teaching and learning in the elementary classroom should be meaningful, integrative, value-based, challenging, and active" (National Council for the Social Studies, 2009).</p> <p>To understand this curricular framework, a useful definition is advantageous. One must first recognize what content integration entails. Debate about an exact definition exists, but Parker (2000) defines it as</p> <p>a curriculum approach that purposefully draws together knowledge, perspectives, and methods of inquiry from more than one discipline to develop a more powerful understanding of a central idea, issue, person, or event. The purpose is not to eliminate the individual disciplines but to use them in combination (pp. 452-453).</p> <p>Central to this definition are the connections made between content areas, a theme that dominates much of the findings of this study. Examination of the benefits to this approach, versus the more traditional separation of content areas, is ongoing (Hinde, 2005). During the liberal education movement of the 1890s, Charles W. Eliot believed that the purpose of education was to gain the critical thinking skills necessary to develop clarity of thought (Ravitch, 2000). While various subjects were to be taught in the schools, the actual content was not as important as "the power to think, reason, observe, and describe" (p. 31). Following a brief historical background on content integration and Social Studies, this article presents a review of literature and a theoretical framework showing the adaptive skills necessary for students' understandings of Social Studies. Findings will highlight the benefits of making connections when teaching students Social Studies from teachers dedicated to the subject area. These connections are within the subject, between subjects, and in students' lives.</p> <hd id="AN0135649646-3">Background on content integration and elementary social studies</hd> <p>Content integration supports the role of education in a democratic society by emphasizing a whole child approach. According to Gutmann (1987), "the democratic ideal of education is that of <emph>conscious</emph> social reproduction" (italics in original, p. 14). The social aspect of a democracy must therefore drive a strong and deliberate focus on education (Dewey, 1916/1966). To Eliot (1969), the purpose of education in a democratic society is that reading, writing, and math are not simply ends, but rather "means to the great end of enjoying a rational existence" (Eliot, 1969, p. 401). Integration of curriculum should not be viewed as an end; rather, it is the way to accomplish essential educational objectives (Brophy &amp; Alleman, 1991). In addition, in a democratic education, the goal of education should be the gaining of knowledge for the betterment of the individual (Eliot, 1969). For the teaching of history, Eliot (1969) felt children should be gradually introduced to historical and biographical content as they learned to read. This represents early conceptualization of the connection between reading and elementary Social Studies. John Dewey and Francis Parker also contributed to the idea of an integrated curriculum as a means to effective pedagogy during the progressive education movement of the late 19th and early 20th centuries (Ravitch, 2000). Moreover, Knudsen (1937) wrote about content integration as its popularity rose in the 1930s. After noticing the term's popularity in educational research titles, he felt it important to have a clear definition and purpose behind the term. "Literally, integration refers to the formation of wholes from constituent parts" (Knudsen, 1937, p. 16). In applying this definition to education, the education of the student represents the whole, whereas the individual subject areas constitute the constituent parts.</p> <p>The subject of Social Studies is, in and of itself, an example of integrated content. The subject brings together "history, geography, civics, sociology, and political government" (Knudsen, 1937, p. 22). The integration of Social Studies with other content areas is not a new fad or trend; it is something that already exists. So, when Social Studies is taught as a stand-alone subject, students experience the integration of content. Traditional Social Studies lessons frequently include the above subjects intertwined in units as well as lessons. However, Knudsen (1937) warns against simple fusion of subjects as a "partial integration of the total learning experiences" (Knudsen, 1937, p. 22). Ravitch (2000) notes that this integration of subjects within Social Studies was created for a more efficient teaching of history. "Proponents of Social Studies believed that pupils could not possibly be interested in history unless it was directly related to the present" (Ravitch, 2000, p. 127).</p> <p>More recently, content integration has received renewed interest in the Common Core State Standards (CCSS) and is a key component to CCSS. The standards that most states have adopted specifically list standards in the combined area of "English Language Arts (ELA) &amp; Literacy in History/Social Studies, Science, and Technical Subjects" (Common Core State Standards Initiative, n.d.). The rationale is that "students must learn to read, write, speak, listen, and use language effectively in a variety of content areas so the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines" (Common Core State Standards Initiative, n.d.). While much controversy exists for the implementation of the Common Core State Standards (CCSS) (Schutzman, 2014), potential remains for Social Studies to be revived as a valuable subject area within the school experience. With ELA receiving heavy focus due to mandated state assessments, tying Social Studies concepts to this subject will assist teachers in ensuring this valuable subject is regularly taught in their classroom in a model highly beneficial to student learning.</p> <hd id="AN0135649646-4">Literature review</hd> <p>Research regarding elementary Social Studies education has shown declining instructional time devoted to this subject area as a result of the absence of mandated assessments. In only a few years after implementation of No Child Left Behind (NCLB), VanFossen (2005) found that two-thirds of teachers studied in Indiana were spending an average of 18 min per day or less on Social Studies instruction. Similar results were found in North Carolina in which only 23% of teachers studied taught Social Studies daily, and most only taught two to three blocks per week of 30-45 min duration (Rock, et al., 2006). For many teachers, the trade-off between teaching Social Studies and lower state assessment scores in ELA and Math is too great (VanFossen, 2005). When faced with the prospects of lowered state assessment scores, many teachers feel they must place their focus on areas that are being tested: ELA, Math, and to a lesser extent, Science. Burroughs, Groce, and Webeck (2005) found that while many elementary educators are disheartened by the omission of Social Studies from NCLB assessment requirements, teachers remain reluctant to include it more regularly in their classroom curriculum or push for Social Studies requirements in NCLB. In applying Bernstein's (1977) classification and framing perspective (to be discussed in greater detail below), Sleeter and Stillman (2013) studied classification and framing of curriculum in California. In their analysis, standards presented by the state created distinct boundaries between content areas. Imposition of mandated assessments also created a culture of compliance, restricting performance measures, and limiting teacher flexibility in instruction.</p> <p>While evidence showing Social Studies curricular marginalization exists, it is important to note that integration of Social Studies with other content areas has been noted. Studies of elementary Social Studies instruction have focused on time dedicated specifically to Social Studies. However, the subject may be integrated in another instructional block and thus not accounted for in such data. Holloway and Chiodo (2009) noted that teachers "not only teach Social Studies concepts within their curriculum, but ... they continue to do so in varied time blocks as well as using content integration" (p. 251). While time allocated to Social Studies was tracked, time spent on key topics and concepts was also a focus. This latter focus demonstrated Social Studies may be taught more often than previously thought, as a result of the integrated nature of the instruction. They found that "teachers are finding ways to teach Social Studies concepts, even though the time allocated to Social Studies instruction has been decreased" (Holloway &amp; Chiodo, 2009, p. 252). Vogler (2011) also noted that teachers in Grades 3-5 have found it relatively easy to accomplish an integrative content structure. The historical content of the curriculum in those grades is more readily integrated into other content areas, such as ELA, because of the need for accessing and applying literacy skills to the many features of text prevalent in reading instruction. These studies raise questions about whether the amount of Social Studies content being taught in elementary classrooms has been overlooked because previous studies were looking for isolated blocks of Social Studies curriculum rather than looking for Social Studies concepts and skills within other curricular areas. One of the purposes of this study is to work within that content integration realm to discover the extent that this is the case.</p> <p>Many benefits are referenced in the promotion of content integration. The most obvious advantage is that integrating Social Studies learning experiences allows for more time for curriculum that is increasing in breadth and depth (National Council for the Social Studies, 2009). For example, by integrating Social Studies with other content areas, there is</p> <p>potential for enhancing the meaning of what is taught, saving teachers time by reducing the need to make as many preparations, reducing the need to rush to try to get everything covered and making it possible to teach knowledge and skills simultaneously (Alleman &amp; Brophy, 1993, p. 287).</p> <p>With constant pressure to ensure the teaching of ELA and Math, finding time for Social Studies is critical. By combining Social Studies with those subjects, teachers are able to use instructional time more efficiently. In a study by VanFossen (2005), respondents noted that because of time constraints, integrating Social Studies with reading is the only way for Social Studies to be instructed in the classroom. This will then allow for more depth in content knowledge (Barton &amp; Smith, 2000). Integrating Social Studies with other subject areas demonstrates to students that content areas are connected, useful, and purposeful. Content integration also assists students in understanding key ideas and content. One specific way to execute this integration is through the use of children's literature to support connections between literacy development and Social Studies (Kinniburgh &amp; Byrd, 2008). The use of children's literature also reflects the storytelling nature of cultural and familial traditions found in Social Studies standards and curriculum.</p> <p>When integrating content, the teacher must choose from various forms the integration may take. At times, integration may not be necessary but is favorable when used to enrich the experiences of the subjects being integrated (Brophy &amp; Alleman, 1991). In the classroom the teacher must think of the integration of content along a continuum. Some topics may be more naturally integrated, while others are more specifically identified to one subject area (Alleman &amp; Brophy, 1993). One common method of integration is through an interdisciplinary thematic unit in which authentic activities are used in more than one content area in a variety of learning experiences (Barton &amp; Smith, 2000). In reviewing literature Hinde (2005) presents five models of content integration viewed along a continuum:</p> <p></p> <ulist> <item> Immersed and Networked Models: direction of integration is determined by students</item> <p></p> <item> Open or True Core: subject matter is determined by students and teachers in order to collectively solve a problem determined by the class</item> <p></p> <item> Broad Fields: teachers may develop a theme and the focus is on subject area synthesis</item> <p></p> <item> Prestructured Core: problems are connected to students' needs, not subject matter, and are predetermined by the teacher.</item> <p></p> <item> Correlation or Sequenced Model: content area divisions persist, but teachers assemble similar related concepts</item> </ulist> <p>So with questions remaining about the varied structural possibilities of elementary Social Studies, this research focuses on elementary grades because of the pressures of state testing and the potential for more easily integrated content as noted in Vogler (2011). With the implementation of the Common Core and the creation of state-sponsored modules for learning that attempt to integrate Social Studies with ELA in New York, it is time to study and assess the current instructional decisions made by teachers. This seeks to gain an understanding of the current trends and needs of Social Studies for not only instructional time but also its continued accessibility through integrative pedagogies.</p> <hd id="AN0135649646-5">Theoretical framework</hd> <p>Bernstein's (1975) classification and framing of educational knowledge is a useful framework for critiquing Social Studies content integration in elementary classrooms. Bernstein considers two types of curricula: collection and integrative. The former groups contents into clearly delineated areas based on some criteria. However, the latter views content areas "in an open relation to each other" (p. 88). Within these types, classification refers to the nature of relationships and differentiation between content or subject areas, such as English Language Arts, Science, and Social Studies (Bernstein, 1975). In this study, classification may help illuminate whether and to what degree subjects remain separate entities during the school day. "Classification refers to the nature of the differentiation between contents. Where classification is strong, contents are well insulated from each other by strong boundaries. Where classification is weak, there is reduced insulation between contents, for the boundaries between contents are weak or blurred" (p. 88). Therefore, in an integrative instructional structure, weak classification is evident and preferred. Clear and succinct pieces of information to be learned and applied are not neatly separated into prescribed blocks of time. Implicit and informal learning are prevalent on a daily basis. As a result, when instructing students, development of skills that generalize knowledge for application in unknown settings is desired by teachers.</p> <p>Framing refers to the pedagogical relationship between the teacher and what is taught. "Where framing is strong, there is a sharp boundary, where framing is weak, a blurred boundary between what may and may not be transmitted" (Bernstein, 1975, p. 88). For content integration, framing would be rather weak as well, to allow for some teacher control of the selection and pacing of the knowledge to be learned. This teacher voice in instructional decisions allows for the utilization of "selection, organization, pacing, and timing of the knowledge transmitted in the pedagogical relationship" (p. 89). In a weak framing model, teachers would have the power to create integrative lessons around important Social Studies content and skills.</p> <p>While Bernststein's (1975) work discussed the above functions to explain the structure of the curriculum and pedagogy, Bransford <emph>et al</emph>. (2006) focus on three strands of instruction that are useful in understanding the types of learning in students. The first, <emph>implicit learning</emph>, "enables organisms to adapt to new environments by listening, observing, and interacting..." (Bransford, et al., 2006, p. 20). Students will acquire knowledge outside of their attempts to learn through automatic learning processes (Jiménez, Vaquero, &amp; Lupiáñez, 2006). These processes rely on contextual factors that require students to adapt and apply knowledge subtly to achieve success. It is this type of adaptive learning that is critical for students to develop to be successful in new situations.</p> <p>The second strand of instruction is <emph>informal learning</emph>, involves significant peer interactions for the formulation of new knowledge (Bransford <emph>et al</emph>., 2006). Fostering peer interactions rather than rote and expressionless instructionism develops student learning. Integrative curricula should provide students learning opportunities through peer interaction. When content areas remain segregated, there is a tendency to present a structured order in a strong classification structure. However, by integrating topics and subject matter, more opportunities for peer interaction occur. The instruction of Social Studies concepts frequently lends itself to debate and understandings of various viewpoints, useful in this interactive environment.</p> <p>The third strand of instruction presented by Bransford <emph>et al</emph>. (2006) is <emph>formal learning</emph>, which occurs within the school and is where significant research and debate exist. Current formal learning focuses on efficiencies and assessments as a result of such policies as NCLB. However, an alternative approach focuses assessments on adaptive knowledge that seeks feedback and rewards experimentation (Bransford <emph>et al</emph>., 2006). By utilizing schema theory in instruction, students identify problem types that they are likely to encounter in the future. This use of such schemas of learning teaches students to receive information and then categorize the material. As they learn more, the schemas become more complex, but new information is easier to remember, because it builds on previous knowledge (East Tennessee State University, n.d.). This adaptive expertise allows students to remove obsolete knowledge and construct new knowledge more readily (Bransford <emph>et al</emph>., 2006). The use of content integration benefits from this building of new knowledge through connections.</p> <p>An alternative apprenticeship model is a more complex method of instructing students, but it develops profound conceptual constructions (Sawyer, 2006). According to Collins (2006), it is through observation, guidance, and practice that the student apprentice learns to accomplish a task. In the classroom, teachers then give students "the opportunity to observe, engage in, and invent or discover expert strategies in context" (Collins, 2006, p. 50). Students learn schema through a weak classification structure, similar to what they see and will see in the context of daily life. In this new apprenticeship structure, scaffolding is used to increase complexity toward the eventual goal of a global conceptualization of knowledge (Collins, 2006). The integration of content within the school and curriculum satisfies this current need. When teachers have the opportunity, they can create the lessons that develop these skills through the connection made in an integrative approach.</p> <p>This necessity for deeper connection to the applicability of knowledge and the cognitive apprenticeship of students poses the challenge of planning curricular activities in the classroom. The instructional goal is rooted in the belief that students acquire knowledge in schools that they will need for future use. It is in this way that students learn to change their behavior and thinking about situational needs (Tyler, 2013). The curricular goals are planned for continuous development and guide the selection of content, pedagogy, and assessments. When others determine the educational program, these curricular decisions are thus removed from the realm of the experts. These curricular decisions may lead to a more integrative approach, when left to teachers—a theme in this study's findings.</p> <hd id="AN0135649646-6">Rationale</hd> <p>The pedagogical and curricular approach of content integration is rooted in making connections. Weak classification and framing are evident in daily life and should be at the heart of the educational experience. Learning occurs through informal and implicit means within unbounded experiences, rather than the structured, formal experiences of the traditional classroom. By integrating Social Studies content in a weakly framed curricular structure with students serving as apprentices rather than receivers of knowledge, they learn to make connections and develop a deeper and stronger knowledge base with more complex schema. However, to achieve this desired outcome, it is useful to analyze the challenges inherent in this instructional approach.</p> <p>Central to many of John Dewey's writings is the value of students' life experiences. According to Dewey (1938), all subject matter must "fall within the scope of ordinary life-experience" (p. 87). This experience is critical in that educators must see their work accomplishments in a long-range viewpoint, unlike many other professional fields (Dewey, 1938). Similarly, "the whole of learning experiences is broader than the contacts between pupils and subjects" (Knudsen, 1937, p. 22). This focus on the present and future experiences of the student is critical in the understanding of integrative instruction.</p> <p>Content integration is challenging and must be accompanied by thoughtful planning and implementation. It cannot simply be a combination or fusion of subjects. Activities may be organized through broad connections, rather than targeted and purposeful instruction (Barton &amp; Smith, 2000). Simply connecting subjects through a weak association will not accomplish this task. These useful thematic units take time and expertise to develop and require weak framing to accomplish the useful applicability to students' experiences. Instructional resources may be available for teachers and districts in planning and implementing curricular integration. However, Brophy &amp; Alleman (1991) note that many of these instructional suggestions lack valuable educational purpose, a finding in Kim and Nate's experiences. Activities may have low cognitive levels of interaction, be overly time consuming or difficult, be ambiguous in nature, or simply distort the Social Studies content to achieve an alternative and lower-quality purpose. As a result, content integration consumes much planning time for teachers dedicated to the subject.</p> <p>The inherent reading and writing in Social Studies lends itself to integration with literacy instruction but is hindered with the test-driven focus in New York State. Boyle-Baise <emph>et al</emph>. (2008) found that teachers have not necessarily ignored Social Studies, but they allowed it to become an outgrowth of reading lessons. However, they note that while this deters the complete disappearance of the content area, its implementation is not ideal and "rhetoric about integration seems to outdistance reality" (p. 235). Often, this Social Studies instruction takes the form of test-prep or is a secondary focus in ELA instruction. For some, this means following scripted ELA lessons in which Social Studies is used "as a vehicle for improving reading" (p. 245). An example of this would be the use of learning modules in New York State. In these modules, ELA instruction uses primary and secondary sources to comply with CCSS. However, while classification remains weak in the integrated modules, the state assessments continue to show strict classification and drive classroom instructional decisions. In addition, this results in more skill-driven instruction rather than a curriculum focused on depth of understanding.</p> <p>For Hinde (2005), the answer to the question of when to integrate ELA and Social Studies rests on the importance for students to become constructive democratic citizenry. Foundational to this goal is the understanding of the past to make appropriate choices in the future and the understanding and appreciation of various religions and cultures that comprise the United States. Teachers and administrators should be focused on teaching children to read within the context of a civic-minded educational experience. In selecting and planning integrated units, recommendations may be used to assist the teacher. First, in planning the curriculum and activities, it is important to remember that "children have to learn something worth knowing" (Barton &amp; Smith, 2000, p. 56). Activities must be authentic for students to understand and value the Social Studies content. It is quite easy to follow a traditional textbook-based curriculum, "but most people don't learn very effectively through a series of decontextualized activities" (p. 56). In this way, classification remains weak in the ideal structure of educational activities.</p> <p>By creating flexibility within integrated content themes, individual student needs may be monitored and addressed. The National Council for the Social Studies (2009) also recommends that integration within the elementary curriculum should "follow logical sequences, allow for depth and focus, and help young learners move forward in their acquisition of knowledge and skills" (National Council for the Social Studies, 2009). It is these sequences that may be obtained through learner apprenticeship within the classroom. It is advantageous to consider that "integration is a method of teaching and not a goal for learning" (Hinde, 2005, p. 107). Knudsen (1937) notes that "the completely integrated program requires very able teachers, an extremely wide and rich selection of materials, and an administration that is friendly to innovations and experimentation" (p. 26). This study will highlight two teachers that use content integration as a chosen instructional model.</p> <hd id="AN0135649646-7">Research design</hd> <p>This study sought to investigate the prevalence and application of Social Studies content integrated with other subject areas, namely, English Language Arts, in different elementary grade levels. While a multicase study approach was used, Glesne (2011) notes the ambiguity of the term across different disciplines based on what is considered a case. For the purposes of this study, each teacher represented a case, and the two cases were analyzed individually and comparatively. Data were gathered "through participant observation, in-depth interviewing, and document collection and analysis" (p. 22). By comparing two cases, identification of patterns helps to provide insight into the larger status of content integration in elementary Social Studies. Each individual case study worked as an instrumental case study to understand a larger context (Stake, 2000). Collectively, patterns across case studies provide insight into the condition of content integration in elementary Social Studies at this school and potentially others, as well. Focus was on the uniqueness of each case along with its linkages to larger contexts (Glesne, 2011). In addition, by studying and comparing cases, a goal was "to demonstrate that the findings and conclusions are applicable to other situations and populations" (Shenton, 2004, p. 69). While the number of cases was small, the depth of analysis is intended to gain a deeper understanding about the use of content integration with Social Studies.</p> <hd id="AN0135649646-8">Description of site and participants</hd> <p>This qualitative case study was conducted in two classrooms in one western New York school district during the first semester of the 2016-2017 school year. At the time of this study, the school district had five elementary schools, serving approximately 2,400 kindergarten through fifth-grade students, in a suburban location. According to data reported by the state, the approximately 450 students in the school site are 69% white, 8% African American, 7.8% Asian, 7.8% multiracial, and 6.7% Hispanic. On the most recent Common Core state assessments, approximately 59% of students in Grades 3-5 received proficiency scores in English Language Arts, and 61% received proficiency scores in Mathematics.</p> <p>Two teachers from the same school were invited to participate in the study. Selection of teachers in the same building allowed for easier collection of data and communication with participants. Participants were sought with a minimum of five years teaching experience to capture potential changes in participants' instruction and/or curriculum due to implementation of new standards and curriculum maps. However, beyond a shared minimum of five years' experience, participants were identified with differences to strengthen potential generalizable patterns between the studied cases and the larger population of teachers in the school and state.</p> <p>Kim was a third-grade teacher in her 22nd year of teaching, all in this district. She had taught at Grades 1-4 throughout her career. She described herself as someone always seeking ways to improve lessons and units by keeping up with current trends in instruction and content. She noted the movement toward group work and discussion of shared experiences as examples of these trends. She also benefitted from a family member who taught history at the secondary level in a different district. Kim noted that this benefitted her in promoting discussion and keeping her updated with current events and instructional methods.</p> <p>Nate was a fourth-grade teacher in his 12th year teaching in the district. He had taught third and fourth grade as part of looping model at the start of his career. He later moved to fifth grade for the last five years before a switch to fourth grade due to enrollment trends. This experience, like Kim's, allowed him to use different instructional resources and learn the content necessary to teach across these levels. Although teaching in the same school, Kim and Nate have never worked at the same grade at the same time. This allows for more unique histories of each case. Kim's experience at lower grades combined with Nate's experience at upper elementary grades also aided in the pursuit of differences in participant selection.</p> <hd id="AN0135649646-9">Data collection methods</hd> <p>Observations, interviews, and documents were triangulated with published literature for this study of elementary teachers' Social Studies content integration. Each teacher was observed teaching two full Social Studies lessons. Observations were completed on multiple days and lasted approximately 30 min each. In a participant observer role, I maintained an expansive focus to collect as much observational data as possible. During observations, the researcher did not interact with teachers or students (Spradley, 1980). This role was chosen to minimize disruptions to the regular flow of the lesson. I situated myself in the back corner of each classroom to conduct observations to gain a full view and avoid distracting students. Observations occurred prior to interviews to witness lessons independent of teachers' perceptions. All observations were transcribed within 24 hr to allow accuracy of recall. While some interview questions were preestablished prior to the study, additional interview questions were developed from observation data. Focused observational data were collected in which the question of how teachers are integrating Social Studies content and skills was investigated (Spradley, 1980). As data were collected, this question remained at the forefront. While Spradley notes other types of observations, the questions at the heart of this study are more closely aligned to his focused observations description.</p> <p>Data also were drawn from three interviews of each teacher conducted one week after completion of lesson observations. All interviews were conducted in the teachers' classroom and occurred the week after the completion of their respective observations. Each interview lasted about 60 min and was guided by preset questions (see Appendix A), but as Glesne (2011) encourages, these were meant to guide the discussion. Opportunities to modify or abandon these preset questions were taken as new issues and understandings were created on the basis of teachers' responses. Teacher interviews were modeled on Seidman's (2013) three-interview series with additional questions constructed from observation data. The first interview focused on background and life history to gain an understanding about the teachers' experience level. The second interview asked questions about present experience and the researcher's classroom observations. This second interview sought to gain an understanding of not only the planning of lessons, as discussed in the first observation, but also how the implementation of these plans to accomplish integration of content areas. Finally, the third interview posed reflective questions related to their teaching of observed lessons and their overall philosophy of teaching Social Studies. Because each interview was audio recorded and transcribed prior to subsequent interviews, the second and third interview sessions allowed for follow-up and clarification questions. In addition, following Seidman's advice regarding spacing, interviews were spaced to allow time for the participant to reflect on the research and time for the researcher to reflect and analyze data.</p> <p>Teacher and student documents were collected and analyzed for integration of content. Teachers' lesson plans identified lesson objectives and considered opportunities for linking English Language Arts with Social Studies instruction. Moreover, material usage further signaled the goals and emphases of the lessons. For example, Kim's technology usage in one of her lessons integrated elements of Social Studies, such as map reading, with elements of visual and textual literacy. Finally, student work was studied during and after the lessons to identify strengths and opportunities for growth in the integration of content toward the teachers' lesson objectives. When observing the participating classrooms, posters and anchor charts were also considered as analysis of important documents for student learning.</p> <hd id="AN0135649646-10">Data analysis procedures</hd> <p>Data were analyzed throughout the process and guided ongoing data collection (Charmaz, 2006). Data analysis followed Harry, Sturges, and Klingner's (2005) six-stage model. While collecting data, emic codes were created from collected documents, interview transcripts, and observation notes to classify similarities and differences between teachers. These sources were also compared to themes across research that noted declining Social Studies instruction time and the challenges and benefits to integrating Social Studies across content areas. Thematic categories were not developed as part of data analysis until all data were collected and analyzed. Analysis of these data sources sought to create categories of common themes. As a result, four categories were identified: teachers' views toward Social Studies instruction, instructional planning and implementation, challenges to instruction, and recommendations. Following the creation of categories, evidence from data was added to each category as examples. This was accomplished through analysis of documents, observation notes, and interview transcripts. By investigating the interrelatedness of categories, it became clear that many factors affected Social Studies instruction and the integration of content across subject areas.</p> <hd id="AN0135649646-11">Role of researcher</hd> <p>As a classroom teacher, I was responsible for teaching all four content area subjects: ELA, Math, Science, and Social Studies. I was hired as an elementary teacher in 2005 at the beginning of the increased testing implemented as part of NCLB. As my career progressed, I observed the increased stress and pressure placed on teachers, students, and even administrators as a result of these assessments. The subsequent effect of this was increasing control over curriculum, activities, and even scheduling by the state and district administrators under constraints to raise achievement scores on mandated tests in ELA and Math. I watched time and attention to Social Studies dwindle to an almost acceptance that this subject was less important or even unnecessary. While never verbalized to me, it was directly told to friends and colleagues that teachers should not teach Social Studies until after state assessments were complete. With the belief that Social Studies is more than just history, I have sought to further understand the diminishing instructional time allocated to the subject while seeking potential solutions to this problem.</p> <p>"Reflexivity is an awareness of the self in the situation of action and of the role of the self in constructing that situation" (Bloor &amp; Wood, 2006, p. 145). In pursuing this research project, I needed to practice critical reflection on the interactions and influences present in not only the participants and setting but also myself (Glesne, 2011). Some interview questions were prewritten, but it was important to situate these interviews so that time allowed for analysis and the creation of new questions. Understanding that my own views toward the importance of elementary Social Studies may bias my research, I continuously questioned my role and reflected on the collected data to identify any potential impacts of this bias. In addition, by maintaining this awareness of self, I was able to open up a new line of thinking and analysis that I had not considered at the onset. As each lesson I observed progressed, I began to rethink what I viewed as reading integrated with Social Studies. The idea of literacy was expanded to consider not simply text but the text features prevalent in all texts, especially that of nonfiction. This new awareness then brought new interview questions and lines of thinking not previously considered.</p> <hd id="AN0135649646-12">Findings</hd> <p></p> <hd id="AN0135649646-13">Personal views</hd> <p>While differences were sought in the selection of Kim and Nate as participants, the interview process brought out similar views toward the teaching of Social Studies, both in their feelings toward the subject and in the challenges it faces. Both participants shared that Social Studies is not only enjoyable to teach but is their favorite subject to teach. For Nate, he relished the opportunities to teach "rich content" and different points of view to students. For example, when teaching about explorers, he highlighted the varying viewpoints of Christopher Columbus and books to tie in ELA components. Kim also admitted, "I love teaching Social Studies, so I have researched, found activities that meet the standards, and worked hard to find the activities that I enjoy, so that I will be excited to teach it." To her, Social Studies is "the basis for our world and how our world works." It is important in the elementary grades to build the understandings of citizenship. Kim continued that it creates well-rounded students when they are able to learn about the world around them. Many students do not have discussions at home about the outside world, so the school must present those opportunities.</p> <p>Both Kim and Nate also saw similar benefits to integrating their content, not only for time but also creating meaningful connections. Time is saved in connecting the two content areas rather than teaching them independently. Nate stated that the district was attempting to increase content integration through selection of curricular programs and reformatting of curriculum maps. However, he noted that meetings and embedded professional development remain focused on ELA or Math and lack the integrative focus to help teachers plan and implement integrative lessons. Kim's response further underscored the importance of making connections:</p> <p>I think it just helps kids make that connection, it keeps building their schema. If we can cross these units throughout the day as much as we can and help them make the connections that they need to make, it's going to keep building more background knowledge (Kim, personal interview).</p> <p>Kim also identified the importance of using these connections throughout the day. Learning should not be in isolation but demonstrate relevance by tying in other subject areas. This aids students in seeing that learning is part of a bigger picture.</p> <p>Because Social Studies integrated with ELA is the focus of this study, it is helpful to consider Kim's and Nate's beliefs regarding literacy instruction. For Nate, "literacy is being able to take in and comprehend information" (personal interview). This information could take the form of text, speech, video, picture, graphic, or map. Kim's views on literacy immediately returned to the ideas of integration and interaction. She viewed literacy as a lifelong skill involving thinking, speaking, and reading. When asked to elaborate on the reading aspect, she focused specifically on text. However, when asked to consider other forms of visual information, she also noted similar sources as Nate.</p> <hd id="AN0135649646-14">Instructional planning and implementation</hd> <p>When planning units and lessons, both Kim and Nate reiterated on multiple occasions, the necessity of starting with the district-created curriculum maps to identify needed content and skills. Nate noted that while some integrative links may be present on the maps, for example, the connection of legends with literacy and Native American studies, most links must be developed by the teacher. Looking at these maps for integrative opportunities was often challenging because he must "bounce back and forth between the two." When Nate planned his units, he often identified necessary ELA components and skills within the Social Studies unit. He then planned his reading instruction for small groups reading leveled texts based on Social Studies content. This allowed him to focus on reading strategies while developing student background knowledge. An important skill for both reading and Social Studies is the synthesis of information through the use of text-based evidence, often from first-person text in Social Studies. This then "frees up some time in our actual Social Studies block where we can either look more deeply into a certain area or do an activity that goes along with it...Then, they get to apply [what they've read] during the Social Studies block" (Nate, personal interview). When he is able to identify and implement these integrative opportunities, there is often a direct connection in the need to pull information from text, a skill necessary in both ELA and Social Studies. This skill demonstrates reading comprehension that can meet Social Studies objectives, such as understanding opposing viewpoints. By integrating during his ELA block and providing application opportunities during Social Studies, he believed that he created engaging learning opportunities that adds to students' reading skills.</p> <p>For Kim, her lessons often incorporated some group work along with whole group activities. She also desired ways to incorporate technology in her lessons. One observed lesson used Google Maps as a whole class and then small group assignments to connect to the images from the maps. Kim believed in the importance of developing vocabulary. This vocabulary study was another connection to ELA as content area words were researched for their meanings and application. This is critical for Kim, because she believed it was important to build students' vocabulary knowledge, not only for content area development but also literacy skills. Like Nate, Kim also used Social Studies texts within small reading groups. She tried to find not only nonfiction texts that build student content knowledge but also fictional stories that connect to the setting or place they are studying. For example, she noted <emph>Stone Fox</emph> is one book she enjoyed reading during a study of the Arctic climate area. However, she stated that she was not able to do this as often as she would like because units are changing as the new standards continue to develop. She noted that she must often purchase books with her own money because the district was unable to keep up with changes to standards and curriculum in terms of resource purchases.</p> <p>When considering the balance of ELA and Social Studies objectives within an integrative lesson, Kim and Nate differed slightly. For Nate, the balance of objectives was dependent on factors, such as availability, complexity, and content of the text. If the text was difficult in theme or vocabulary, he noted that ELA objectives may dominate. However, he stated that when using lengthier texts in a reading group unit connected to Social Studies themes, ELA themes were often weighted heavily in the beginning of the book. However, as students become more fluent with content and language, he was better able to use the "meat of the content" that was present later in the book to meet Social Studies objectives. On the other hand, Kim stated that after consulting the curriculum maps, she often focused on the activity. So, although her goal was to present lessons and activities that balance standards between ELA and Social Studies, she believed that her lessons tended to be dominated by the ELA objectives. Many times this was unintentional and lessons can be geared toward a Social Studies focus but can change during the lesson as "the content is overshadowed by getting the words off the page or understanding what it is saying. So, as much as my intentions are to have it be a Social Studies lesson, it often turns into an ELA lesson" (Kim, personal interview).</p> <p>One key aspect to this study was the investigation of the use of modules sponsored by the New York State Education Department. These modules are free and accessible on the Internet and have been adopted fully or partially by many districts around the state. Of particular interest is the integrative nature of each module. Half of these modules integrate ELA and Social Studies, and the other half integrates ELA and Science. In this particular district they have been left as an option for teachers but not a requirement. Both Kim and Nate, though, did not view the modules as integrated content. They both viewed them as predominantly ELA modules. Yet both described modules they taught with connections to Social Studies. For Nate, when he taught fifth grade, he used a module dealing with human rights and the Great Depression. Kim described a module she taught dealing with communities around the world. These are clear connections to Social Studies at their respective grade levels, but they initially described them as ELA modules. While Kim is no longer doing the full module, she admitted to taking specific units and lessons from the modules that promote deep student thinking. When she later mentioned the connection to Social Studies, she stated that she used it for the ELA skills that it develops and also connections to Social Studies as a secondary benefit. When it was decided by the district not to support these modules, an alternative was identified that provided ELA and Social Studies integrated lessons. This program was purchased from an educational cooperative elsewhere in the state for teachers to use. However, both Kim and Nate admitted to not using it because of its lack of engaging activities, disconnect to their curriculum, and excessive amount of material preparation necessary. They concede that this was a common belief among their colleagues.</p> <hd id="AN0135649646-15">Challenges</hd> <p>In Kim's and Nate's classrooms they must use a 30-min block of time to share instruction between Social Studies and Science. This block is determined by building and district administration. While Kim and Nate both believed Social Studies should be a priority, they did not see this commitment from the district. Nate stated that the district was moving toward more content integration, but it is hampered by other factors. These include state mandates and the needs of the students, for example. Kim, on the other hand, believed the message is far more direct and that Social Studies was pushed along by administration. She specified that it had even been said in the past by an administrator that Social Studies was not a priority. Kim elected not to elaborate beyond this but mentioned in another part of the interview stage that scheduling does demonstrate priorities toward ELA and Math when considering not only instruction time but also when pullouts and assemblies would occur. Pullouts and assemblies occurred predominantly during Science and Social Studies blocks to preserve ELA and Math instructional time.</p> <p>However, Kim noted that 30 min is very short and "goes so fast." In both classrooms, Social Studies took a backseat to not only ELA and Math but also Science, because of the scheduling availability of Science kits needed for each Science unit. Both teachers perceived ELA and Math as the district and building priority over all else, and the subsequent strict limitation of opportunities in Social Studies was evidence of this. These Science kits contained the resources and supplies for each unit and were shared with other schools in the district. So, teachers were held to a time frame with these kits before they were required to send them back for the next teacher in a different building. Because of this tight time frame in Science kit availability, both Kim and Nate were obligated to teach strictly Science content and lessons while the kits were available to them. Because Science shared an instructional block with Social Studies, teachers often go lengthy periods of time without dedicated Social Studies instruction. For Kim, this time frame can last three to four weeks before a return to Social Studies in the shared instructional block. To her, this caused her instruction to feel "forced" and limits the possibility of effective connections she can make with other content areas and to students' lives. For example, she may not be able to do a unit on the Arctic communities during the winter time because Science instruction must take priority.</p> <p>Although integrating ELA with Social Studies was believed to be beneficial by both teachers, Kim and Nate noted the extensive preparation needed to accomplish this. In the planning stage, they must be cognizant of the objectives and standards of both content areas and as Nate articulated, "there's a lot more teacher time necessary when you're planning the lessons in order to make sure that things are being integrated in the right way" and that there is a balance of objectives. To Nate, it can often be easy to lean more toward one subject area over another when planning integrative lessons. So, planning became equally integral and challenging.</p> <p>Finding physical material necessary to teach integrative lessons also presented a challenge. Teachers must search to find appropriately leveled books that meet the required content along with any accompanying activities and projects. While some resources and lesson ideas were passed by word of mouth, much searching must occur to identify needed resources. Adding to this challenge is the changing of grade levels experienced by both Kim and Nate. Because of the lack of high-quality and consistent resources, in their eyes, considerable work must be taken on at the start of each new grade level. Nate noted that while he was teaching fourth grade, a grade he has taught before, much has changed in the curricular expectations in the last five years because more Social Studies content has been added to the fourth-grade curriculum maps, without added time to teach it.</p> <p>Not considered in the above literature is the impact of required academic services on Social Studies instruction. These services, such as speech, specialized reading interventions, occupational therapy, English as a New Language, and others, often require students to be pulled out of the classroom. In their interviews both Kim and Nate shared that these services often pull students out of the classroom during Social Studies instruction to preserve students' attendance in class ELA and Math instructional blocks. Both Kim and Nate communicated with the support teachers providing these services in an attempt to bring in missed content and skills in connection with the services students are required to have. For example, Kim provided that at the time of one her interviews, she had recently met with a Speech teacher to go over vocabulary words in an upcoming unit. However, these did not always blend easily, and students still missed important content when they are consistently pulled from these lessons.</p> <hd id="AN0135649646-16">Recommendations</hd> <p>Class schedules for both Kim and Nate were predetermined by the building principal. While this has not always been the case in either of their tenures, in recent years building principals in the district have sought more control in the creation of schedules to ensure dedicated blocks of time to ELA and Math, the two largest recipients of school hours. As noted above, Social Studies and Science share a block of 30 min, five days per week for Kim and four days per week for Nate. However, ELA is required for 135 min per day and Math for 65 min per day. Nate argued that greater flexibility in his schedule would allow for a reallocation of time in the ELA block that could go to Social Studies or Science.</p> <p>One surprising recommendation offered by Nate was a longer school day. He contended that this would not be the ideal, and he wished it was not necessary, but he believed that it may be needed to "get things done," meaning more time to cover the content and skills required and beneficial in students' Social Studies learning. He was concerned about adding too much time to the day, but he stated that an extra 30 min per day of instruction would allow for dedicated Social Studies and Science blocks to be taught daily for 30 min each or alternate with much longer 60-min blocks allowing for more in-depth analysis and project development.</p> <hd id="AN0135649646-17">Conclusion</hd> <p>Much research showing the marginalization of Social Studies in the elementary grades exists. As a result of various public policy decisions over the last several decades, the subject has witnessed declining instructional time in the elementary classroom. This appeared to be the case with both Kim and Nate. Outside pressures, both at the state and district level, constricted the time they can dedicate to the teaching of elementary Social Studies. Their schedules were predetermined for not only content areas but also material usage. This strong classification and framing created the potential for a dangerous loss of Social Studies instruction time and much needed connections in content. However, some researchers have noted that while time allocated to instruction solely in Social Studies may be declining, the integration of the content in subjects such as ELA may demonstrate its presence remains strong. Because of their passion for the subject, Kim and Nate made Social Studies skills and content a priority in their classroom. While they were restricted by scheduling in the time they dedicated to the teaching of the subject, they chose to look for other opportunities in their day to teach the content and skills necessary for students' learning.</p> <p>Making connections was a dominant theme while studying Kim and Nate. Both mentioned the importance of connecting subject matter for multiple purposes. The use of content integration served two meaningful functions. A practical objective was to integrate Social Studies content into other aspects of the day to create opportunities for additional and much needed instructional time. As Kim and Nate stated, they had very limited instructional time that they may dedicate to Social Studies. So, by integrating content into the ELA block, they created more opportunities to address required standards, curriculum, and objectives. In addition, in focusing on the educational experience, this method of instruction was more conducive to the ways students learn complex information. Their lives, both during school and beyond, represent weak classification structures, as described by Bernstein (1977). By not only integrating content with ELA but also all subjects throughout the day, teachers aided students in making connections that promote the importance of the content and assisted them in comprehending complex ideas and content. While challenges to this model were clearly present in the dominance of ELA and Math at the elementary levels impacted by mandatory state testing, the content-rich curriculum in Social Studies allowed for great opportunities to learn and apply literacy skills. However, while these teachers presented a willingness to undertake this model, they must be supported in physical resources and professional development that demonstrate a commitment to cultivating a model of teaching beneficial to students. These teachers are willing to present information in an integrative nature, but as Nick mentioned, they need to have the training to make sure they are doing it "the right way."</p> <p>In considering future research, more work must be done to study the extent of content integration in the state of New York as well as nationally. The accountability measures that seek to control and dictate instruction that currently persist in schools since NCLB are the types of strong classification and framing that limit Social Studies content integration. The constraints experienced by Kim and Nate are not isolated but fairly common. However, they both strived to overcome these challenges in an effort to impact students' lives through the types of purposeful connections at the heart of an integrated curriculum. Through New York's EngageNY Web site, free modules that attempt to integrate Social Studies and literacy development were presented. These modules have been available for approximately four years, so a larger-scale study into their use and teachers' preceptions of the modules' effectiveness would be beneficial to continue the study and implementation of content integration.</p> <hd id="AN0135649646-18">Limitations</hd> <p>It is recognized that data samples, such as observations and interviews, present in this study are small because of the researcher's limitations in data collection opportunities. Therefore, generalizability may be considered limited. 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| Items | – Name: Title Label: Title Group: Ti Data: Elementary Social Studies Content Integration in CCLS: An Analysis of Content Integration – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Huck%2C+Adam%22">Huck, Adam</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7235-0008">0000-0001-7235-0008</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Social+Studies%22"><i>Social Studies</i></searchLink>. 2019 110(1):1-16. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 16 – Name: DatePubCY Label: Publication Date Group: Date Data: 2019 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Evaluative<br />Tests/Questionnaires – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Studies%22">Social Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Common+Core+State+Standards%22">Common Core State Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Curriculum%22">Integrated Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Core+Curriculum%22">Core Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Implementation%22">Curriculum Implementation</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22New+York%22">New York</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/00377996.2018.1524359 – Name: ISSN Label: ISSN Group: ISSN Data: 0037-7996 – Name: Abstract Label: Abstract Group: Ab Data: 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. Primary source analysis and understanding multiple perspectives are just two examples. This article is grounded in a qualitative analysis of integrated instruction in two elementary classrooms. Through content analysis of curriculum and policy documents, I argue that current policy has made gains in elementary Social Studies instruction, but significantly more work must be done to elevate the subject to a true core content area. Data sources for this study were classroom observations, teacher interviews, and document analysis. Classrooms involved in this study utilized resources, as determined by the classroom teacher, to integrate literacy instruction with Social Studies concepts and skills. The purpose of this study was to identify progress made in recent policy toward practical application of Social Studies instruction. I also identify next steps in increasing and improving elementary Social Studies instruction. This study sought to guide the evolution of policy. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2019 – Name: AN Label: Accession Number Group: ID Data: EJ1210660 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00377996.2018.1524359 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 1 Subjects: – SubjectFull: Elementary Education Type: general – SubjectFull: Social Studies Type: general – SubjectFull: Common Core State Standards Type: general – SubjectFull: Integrated Curriculum Type: general – SubjectFull: Core Curriculum Type: general – SubjectFull: Educational Policy Type: general – SubjectFull: Interdisciplinary Approach Type: general – SubjectFull: Language Arts Type: general – SubjectFull: Lesson Plans Type: general – SubjectFull: Curriculum Implementation Type: general – SubjectFull: New York Type: general Titles: – TitleFull: Elementary Social Studies Content Integration in CCLS: An Analysis of Content Integration Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Huck, Adam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 0037-7996 Numbering: – Type: volume Value: 110 – Type: issue Value: 1 Titles: – TitleFull: Social Studies Type: main |
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