Connecting Elementary Social Studies to
Major Social
Education Goals
December 1997
The Study
In this study, Jere E. Brophy, Distinguished University Professor of Teacher
Education, and Janet Alleman, professor of teacher education in the College of Education
at Michigan State University, examined elementary social studies curriculum and practice
and assessed their effectiveness in achieving social education goals. The study looked at
social education goals in both theory and practice and made recommendations for teachers
who wish to enhance the quality, coherence, and applicability of their insurrection.
The Findings
Too often the social studies curriculum becomes a collection of disconnected
miscellaneous definitions, facts, and generalizations to be memorized for later recall on
tests instead of a vehicle for helping students understand and participate effectively in
the world. Contemporary social studies textbook series are riddled with units and lessons
that feature trite goals and isolated, boring skills exercises rather than social
education taught for understanding, appreciation, and application to life outside of
school. There is a general failure to tie things together; the larger social education
purposes and goals that are supposed to guide curriculum and instruction become tangential
and fade into the background, serving no useful purpose.
What It Means to You
School people who are concerned about the shallowness and disconnectedness of
contemporary elementary social education can develop instruction that is more coherent,
focuses on important content, skips pointless questions and activities, and supports
progress toward the goals they want to emphasize. Even if they are required to use
inadequate materials, teachers who know what they want students to understand and be able
to do following each unit should be able to plan accordingly and improve the quality of
their social studies teaching. Teachers who want to examine their social studies
curriculum and instructional processes, should ask the following questions:
- Is the curriculum goal driven?
- Is the knowledge content selected for its importance and
potential for life application?
- Are the skills developed used to promote progress toward
major goals?
- Are the values, skills, and appreciations being developed
in authentic ways?
- Are the discussion questions and activities being used
really needed to promote goal advancement?
More Information
Consult Brophy, J. and Alleman, J. (1993), “Elementary Social Studies Should
Be Driven by Major Social Education Goals,” Social Education, January, pp.
27-32.
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