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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| 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. |
|---|---|
| ISSN: | 0037-7996 |
| DOI: | 10.1080/00377996.2018.1524359 |
