The Teaching of History-Social Science: Left Behind or Behind Closed Doors?

Abstract

This descriptive study reports results from surveys and interviews to extend a 2004 study of K-5 elementary teachers. Results show the continued trend of teachers spending a minimal amount of time teaching history-social science compared to reading/language arts and mathematics. Teachers are pressured to focus on reading/language arts and increase test scores on standardized tests and history-social science is being marginalized in the elementary curriculum. In the 2006 data collection, teachers reported their commitment to teaching history-social science and related their struggles in teaching it. Many of the surveyed teachers are finding creative ways to carve out time in the school day to focus on history-social science. The article concludes with an appeal to social studies educators and professional organizations to reaffirm the importance of history-social science in the elementary curriculum with a clear articulation and dissemination of the goals and benefits of history-social science education.