An Analysis of the Social Science and History Concepts in Elementary Social Studies Textbooks Grades 1–4

Abstract

Social studies in the primary and elementary schools is often rationalized as providing a foundation in content for junior and senior high students. In this study the history and social science concepts in five selected primary series are identified and analyzed by discipline, for presence, and for sequencing across series. The implications of the omissions and lack of systematic presentation of the disciplines are discussed and related to the needs of cognitive psychology, the spiral curriculum, and standardized testing.