Putting Reading First: Teaching Social Studies in Elementary Classrooms

Abstract

In this case study, the authors describe and analyze social studies education in 13 classrooms across six elementary schools in the Midwest. Reading and reading achievement dominated instructional time and intent across the schools. In the primary grades, social studies was pre-empted by reading, often relegated to an explanatory story note. In upper grades, social studies was focused on the textbook, with emphasis on literacy skills, such as the comprehension of nonfiction accounts. Teachers claimed to integrate social studies with reading, but integration was opportunistic, as happenstance, rather than systematic. This study informs efforts to retain and sustain credible social studies instruction in elementary schools. The authors recommend positions and actions that potentially can increase the quality and quantity of social studies education in elementary schools.

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