Teaching Social Studies for Understanding and Higher-Order Applications

Abstract

This article, one of 7 review/synthesis papers prepared to help frame the research program of the Center for the Learning and Teaching of Elementary Subjects, describes historical developments and current issues in curriculum, instruction, and evaluation in elementary social studies, with emphasis on teaching for understanding and higher-order applications of the content. I conclude that the higher-order goals of instruction in social studies are comparable to those of instruction in other subjects, at least if they are described in a few general terms (such as conceptual understanding, critical thinking, decision making, metacognition, and giving students control of accessible and usable knowledge) rather than subdivided into long lists of discrete skills. I also conclude that values, dispositions, and appreciation and self-actualization goals need to be considered along with more conventionally described knowledge and skills goals. Pending completion of needed research on almost all of the issues raised, I offer hypotheses about effective social studies instruction based on my interpretation of the scholarly literature.

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