Trends in K-12 Social Studies

ERIC Educational Reports, Oct 01, 1992 by C. Frederick Risinger

Drawing on contemporary research literature, recently developed curriculum guides, and blue-ribbon reports, this Digest reviews ten contemporary trends in K-12 social studies in the United States.

TREND 1: HISTORY, HISTORY, AND MORE HISTORY

Every major curriculum report in recent years has called for more emphasis on history. Some argue that history is the single discipline that unites all the fields within social studies. Others point out that the humanities--including art, music, and philosophy--can also be taught through historical study.

Instead of focusing almost completely on political, military, and diplomatic events, there is much more concern with social history--how average people lived, worked, and played. Religion, ideas, art and music, entertainment and sports are important aspects of human life and should be included in the study of any historical period. Moreover, history has become more inclusive. Students are learning about all peoples and cultures who have preceded us on this planet. The history of civilizations in Africa, Asia, and the Americas has been combined with the traditional coverage of Western Europe to attempt a true "world" history. U.S. history now includes the contributions of all groups who have built this nation.

Finally, there is an emphasis on genuine understanding of historical events, not just acquisition and memorization of facts. Today's students are learning about broad themes and ideas that have been pervasive throughout history. They are taught to analyze cause and effect, distinguish between fact and opinion, and view historical events from multiple perspectives.

TREND 2: MORE GEOGRAPHY, TOO

Along with history, geography has become a primary foundation of the social studies curriculum. The subject almost disappeared from the K-12 curriculum in the 1960s and 1970s, but has had an amazing resurgence in the past decade--as a separate course and integrated into history and other social studies courses. Geographers and educators have agreed upon the five themes of geography that serve as a framework for geographic understanding and illustrate the relationship between human history and the earth, between time and place. These themes are (1) developing a sense of place; (2) developing locational skills and understanding the significance of location; (3) understanding the interaction between humans and the natural environment through time; (4) understanding the reasons for and the importance of human migration; and (5) understanding world regions and the interrelated impact of cultural and global interdependence. As history has changed to focus more on social history, geography has gone beyond mere memorization of capitals and national resources to become "human geography."

TREND 3: USING LITERATURE TO TEACH SOCIAL STUDIES

This trend has particular implications for elementary social studies, but secondary teachers also are finding that they can enrich their courses with appropriate fiction and non-fiction literature. Student interest is heightened when literature is used as an integral part of a social studies program. Literature includes fiction, biography and autobiography, speeches, diaries, poetry, myths and legends, plays, and even religious literature. Carefully selected literature can make historical periods come to life and provide a flavor of the thoughts and feelings surrounding an historical event. Excerpts from SARAH PLAIN AND TALL can give young students an accurate and dramatic picture of life on the prairie during the mid-1800's. Mary Antin's THE PROMISED LAND, with its inspiring lines about "...America, America!," can convey the sense of excitement, anticipation, and challenge that faced immigrants to the U.S. And Joseph Logsdon's THE DIARY OF A SLAVE provides a chilling portrait of the impact of the Civil War on African American slaves in Louisiana.

TREND 4: FOCUS ON THE MULTICULTURAL NATURE OF AMERICAN SOCIETY

The United States has been called a "nation of nations." More immigrants are coming to this nation today than in the great period of immigration in the late 1800s and early 1900s. But today's new Americans are coming from every nation and cultural region in the world. All Americans, both old and new, belong in the history of this nation. Recognition of this diverse and changing society is associated with the term "multiculturalism." The effective social studies curriculum highlights and celebrates the diversity of our society. A true multicultural perspective presents an accurate picture of all the different groups that comprise our pluralistic society. Students learn about the beliefs and goals that bind us together as a nation. The motto "e pluribus unum" (from many, one) forms the basis of a realistic and beneficial multicultural education.

TREND 5: RENEWED ATTENTION TO WESTERN CIVILIZATION

One of the most difficult tasks facing teachers and curriculum developers today is balancing multiculturalism with the appropriate focus on America's heritage from western Europe, which is also marked by diversity. While it is essential that students should learn about the contributions and heritage of all Americans, they should also learn about the origins of many of the beliefs and principles that have made the United States unique among nations. Without neglecting the important ideas and technological advances of peoples in Asia, Africa, the Middle East, and the Americas, students are learning about the growth of political and economic freedom that had its roots primarily in western Europe. Moreover, these ideals have become a model for governments throughout the world. Recognizing that the underlying principles of our political system have a western European base is just as important as, for example, giving credit to the Chinese for inventing paper or to the people of India for developing zero in arithmetic. The new social studies curriculum seems to be heading for a blend of global multiculturalism, including emphasis on western civilization.