Darrell P. Kruger, Illinois State UniversityS. Kay Gandy, Western Kentucky University

Two year studySocial Studies Methods coursesOver 200 teacher candidates from

two universitiesOver 2000 observations10 to 15 field days per semester21 schools

Sub-domain Grade 5 Grade 8 Grade 11Government and Civics 20% 30% 20%Cultures and Societies 15% 10% 10%Economics 15% 10% 15%Geography 20% 15% 15%Historical Perspective 30% 35% 40%

NOTE: Illinois has completely dropped state social studies tests.

Piloted checklist Instructions on how to conduct

observations Courses on Teaching

Strategies/Assessment Human-Subjects Research forms Collection of Observations Interview with Teacher for Contextual

Factors Copy of Class Schedule Reflection

Conclusions cannot be extrapolated to all schools in KY and IL, given the small sample

Cooperative teachers were aware that teacher candidates would be observing social studies lessons

KY teacher candidates observed 1 day per week; IL teacher candidates observed 3 consecutive weeks

Candidate responses remain subjective

How frequently social studies was taught

Materials UsedTeaching MethodsContent of social studies lessonsTypes of Assessment

Name Classification Low Income Rate Ethnicity Percentage

Location

A Urban 45% 5% KY

B Urban 99% 27% KY

C Urban 99% 17% KY

D Urban not listed 5% KY

E Rural 3% 2% KY

F Urban 58% 18% KY

G Urban 75% 25% KY

H Rural 50% 18% KY

I Rural 55% 5% KY

J Rural 11.8% 3.5% IL

K Urban not listed 1% IL

L Urban 20.2% 47.7% IL

M Urban 86.1% 89% IL

N Urban 60.7% 45% IL

O Urban 10.8% 32.8% IL

P Urban 27.3% 34.7% IL

Q Urban 65.2% 32.6% IL

R Urban 20.2% 47.7% IL

S Urban 27.3% 34.7% IL

T Urban 10.8% 32.8% IL

U Urban 86% 89% IL

Male 07% Female 93%

16%

29%

28%

6%

21%

Civics

History

Geography

Economics

Culture and Society

16%

22%

3%

1%

2%

5%12%

16%

23%

Textbook

Worksheet

Game

Kit

Software

Video

Map

Literature

Other

Average of 38 minutes for lessons Taught 60% of field days 64% listed social studies on the daily

calendar

…it was not that the teachers did not want to teach the content, it was because there was so much pressure on them to teach reading and math that they felt like they did not have time to teach the content.

Type of Method Reported Observations

% of Total Methods

Direct Teaching 847 39%Cooperative Learning 231 11%Problem-Based Learning 55 03%Discovery Learning 155 07%Paired Learning 117 05%Inquiry Learning 122 06%Role Play 70 03%Simulations 117 05%Literature-Based 249 11%Other 226 10%

Type of Activity Reported Observations

% of Total Activities

Read 785 32%Answer Questions 770 31%Illustrate 207 08%Demonstrate 163 07%Create Product 273 11%Other 268 11%

Type of Assessment Reported Observations

% of Total Assessment

Oral 480 56%Written 384 44%

Standardized Test 80 9%Teacher Created 182 21%Student Created 149 17%Open Response 90 11%Selected Response 50 6%

Other 43 5%None 270 31%

Many days, the allotted time for social studies was spent working on portfolio pieces in the lab or reviewing science material for the CATS testing.

I did see science books stacked up that children used, but the only social studies books were from 1986 and sitting on shelves with dust on them.

The students are given the impression they do not have to learn about Social Studies unless it is test time because it is not important.

I tried to find ways that Social Studies was being taught on the days that I was present and the only thing that I could find was the pledge being said every day.

How can we ensure that time for social studies is mandated in the curriculum?

Are we preparing students to be responsible, active citizens?

What can we do to make sure assessment does not drive the curriculum?

Does a subject have to be assessed before it will be taught?