Chapter 5: The Social Studies Near Century’s End: Reconsidering Patterns of Curriculum and Instruction

Abstract

The first national pattern of social studies curriculum was proposed by the National Education Association's Committee of Ten a century ago. Ever since, there have been disputes about what should be taught under the rubric of the social studies and how it should be taught. My aim in this chapter is to review theory and research on social studies curriculum and instruction and to argue that we cannot usefully discuss either curriculum or instruction in isolation from the other. I then go on to consider the implications of my analysis for current issues in social studies policy and practice. This review builds on earlier research reviews in social studies education (e.g., Armento, 1986; Hunkins, Ehman, Hahn, Martorella, & Tucker, 1977; Marker & Mehlinger, 1992; Metcalf, 1963; Shaver, 1991; Shaver & Larkins, 1973; Stanley, 1985b); however, its focus is the period since 1988, when the chapters for the last volume-length review of social studies were commissioned (Shaver, 1991). Although reference to theory and research published before 1988 is included to provide a context for discussion, no systematic history of social studies is attempted in this chapter. The period covered is brief, but, as should become apparent, it has been a time of major change in social studies theory, research, and policy. There has been an escalation of what Beverly Armento (1991) characterized as the quiet revolution in social studies research in the 1980s.