Social Studies: An Integrated Approach to Civic Competence

Social studies is a multifaceted field of study designed to cultivate informed and responsible citizens. In many countries' curricula, social studies is the combined study of humanities, the arts, and social sciences, mainly including history, economics, and civics. Coined by American educators around the turn of the twentieth century, the term "social studies" serves as a catch-all for subjects that didn't quite fit into traditional lower education models in the United States, such as philosophy and psychology.

Defining Social Studies

Social studies is not a subject unto itself; instead, it functions as a field of study that incorporates many different subjects. It primarily includes the subjects of history, economics, and civics. Through all of that, the elements of geography, sociology, ethics, psychology, philosophy, anthropology, art and literature are incorporated into the subject field itself. The field of study itself focuses on human beings and their respective relationships. With that, many of these subjects include some form of social utility that is beneficial to the subject field itself. The whole field is rarely taught; typically, a few subjects combined are taught.

The National Council for the Social Studies (NCSS) officially defines social studies as “the integrated study of the social sciences and humanities to promote civic competence.” This definition, adopted in 1992, underscores the field's commitment to preparing students for active participation in public life.

One of the purposes of social studies, particularly at the level of higher education, is to integrate several disciplines, with their unique methodologies and special focuses of concentration, into a coherent field of subject areas that communicate with each other by sharing different academic "tools" and perspectives for deeper analysis of social problems and issues.

The Core Disciplines of Social Studies

While social studies encompasses a wide range of disciplines, history, economics, and civics form its core.

History

Initially, only History and Civics were significant parts of the high school curriculum; eventually, Economics became a significant part of the high school curriculum, as well. While History and Civics were already established, the significance of Economics in the high school curriculum is more recent. History is a general branch of social studies that is taught in the upper levels of elementary school and in middle school. history. history is incorporated into social studies in elementary school, where a basic timeline of United States history from before the Revolutionary War up to the present day is constructed. In middle school, this timeline is built upon and different ideas within the study of America are fleshed out and developed. In high school, the history of America can be taught over the course of two years, and involves a deep analysis of historical events, systems of government and important figures.

Economics

Economics explores how societies allocate scarce resources. It delves into topics such as production, distribution, consumption, and the overall functioning of economic systems.

Civics

Civics focuses on the rights and responsibilities of citizens within a society. Some of the values that civics courses strive to teach are an understanding of the right to privacy, an appreciation for diversity in American society, and a disposition to work through democratic procedures. One of the curricular tools used in the field of civics education is a simulated congressional hearing. Social studies educators and scholars distinguish between different levels of civic engagement, from the minimal engagement or non-engagement of the legal citizen to the most active and responsible level of the transformative citizen.

The Role of Geography

Geography plays a crucial role in social studies, providing a spatial context for understanding human activities and their interactions with the environment. In elementary school, students take social studies every year, beginning with the most basic elements of geography and history, and gradually progressing to more specific and detailed subjects as years go on. Geography is the study of different countries, which includes factors like population, culture, location, climate, economy and physical land properties. In elementary school, general concepts of geography are incorporated into social studies such as different land forms and the basics of the world’s map and population. Middle schools tend to go more in depth on the topics covered in elementary schools. Some middle schools will devote an entire class to geography, which involves much more memorizing of locations on maps, and an in-depth study of physical conditions and climates. Many school districts that offer geography as a specific class in middle school do not offer a class in high school.

An early concept of social studies is found in John Dewey's philosophy of elementary and secondary education. Dewey valued the subject field of geography for uniting the study of human occupations with the study of the earth.

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Integrating Other Disciplines

Beyond the core disciplines, social studies integrates elements from various other fields to provide a holistic understanding of human society. These include:

Sociology: Examining social structures, institutions, and relationships. Giddens, A., & Sutton, P. W. (2021). Sociology (9th ed.).
Ethics: Exploring moral principles and values that guide human behavior.
Psychology: Understanding individual and group behavior, as well as mental processes. The social studies certification process focuses on the core areas of history, economics, and civics, and sometimes psychology, and sociology.
Philosophy: Investigating fundamental questions about existence, knowledge, and values.
Anthropology: Studying human cultures and societies, both past and present.
Art and Literature: Providing insights into human experiences, values, and beliefs through creative expression.

Social Studies Education Across Grade Levels

The approach to social studies education varies across different grade levels, building upon foundational knowledge and gradually introducing more complex concepts.

Elementary School

In elementary school, students take social studies every year, beginning with the most basic elements of geography and history, and gradually progressing to more specific and detailed subjects as years go on. Geography is the study of different countries, which includes factors like population, culture, location, climate, economy and physical land properties. In elementary school, general concepts of geography are incorporated into social studies such as different land forms and the basics of the world’s map and population.

Middle School

Middle schools tend to go more in depth on the topics covered in elementary schools. Some middle schools will devote an entire class to geography, which involves much more memorizing of locations on maps, and an in-depth study of physical conditions and climates. Many school districts that offer geography as a specific class in middle school do not offer a class in high school. History is a general branch of social studies that is taught in the upper levels of elementary school and in middle school. history. history is incorporated into social studies in elementary school, where a basic timeline of United States history from before the Revolutionary War up to the present day is constructed. In middle school, this timeline is built upon and different ideas within the study of America are fleshed out and developed.

High School

In high school, the history of America can be taught over the course of two years, and involves a deep analysis of historical events, systems of government and important figures. In high school, however, students may begin to learn about other types of government around the world and other political models, such as communism, socialism, dictatorships and monarchies.

Current Events

Current events is the branch of social studies that examines the present world. This subject analyzes a wide range of current social, ethical, political, legal, educational and environmental issues. Typically, a current events class blends presentations from both the instructor and the students to keep students actively engaged. In elementary school, social studies classes will generally cover current events on a basic level to promote awareness. The teacher will frequently report on recent developments, or ask students to keep an eye on and present interesting happenings.

The National Council for the Social Studies (NCSS) Standards

NATIONAL COUNCIL FOR THE SOCIAL STUDIES (NCSS) first published national curriculum standards in 1994. Since then, the social studies standards have been widely and successfully used as a framework for teachers, schools, districts, states, and other nations as a tool for curriculum alignment and development. However, much has changed in the world and in education since these curriculum standards were published. This revision aims to provide a framework for teaching, learning, and assessment in social studies that includes a sharper articulation of curriculum objectives, and reflects greater consistency across the different sections of the document. It incorporates current research and suggestions for improvement from many experienced practitioners. The approach originally taken in these curriculum standards has been well received in the United States and internationally; therefore, while the document has been revised and updated, it retains the same organization around major themes basic to social studies learning. As in the original document, the framework moves beyond any single approach to teaching and learning and promotes much more than the transmission of knowledge alone. …the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences.

The NCSS curriculum standards provide a framework for professional deliberation and planning about what should occur in a social studies program in grades pre-K through 12. The framework provides ten themes that represent a way of organizing knowledge about the human experience in the world. The learning expectations, at early, middle, and high school levels, describe purposes, knowledge, and intellectual processes that students should exhibit in student products (both within and beyond classrooms) as the result of the social studies curriculum. These curriculum standards represent a holistic lens through which to view disciplinary content standards and state standards, as well as other curriculum planning documents.

The Ten Themes of Social Studies

The Ten Themes are organizing strands for social studies programs. The themes represent strands that should thread through a social studies program, from grades pre-K through 12, as appropriate at each level. While at some grades and for some courses, specific themes will be more dominant than others, all the themes are highly interrelated. To understand culture (Theme 1), for example, students also need to understand the theme of time, continuity, and change (Theme 2); the relationships between people, places, and environments (Theme 3); and the role of civic ideals and practices (Theme 10). To understand power, authority, and governance (Theme 6), students need to understand different cultures (Theme 1); the relationships between people, places, and environments (Theme 3); and the interconnections among individuals, groups, and institutions (Theme 5). The thematic strands draw from all the social science disciplines and other related disciplines and fields of study to provide a framework for social studies curriculum design and development. The themes provide a basis from which social studies educators can more fully develop their programs by consulting the details of national content standards developed for history, geography, civics, economics, psychology, and other fields, as well as content standards developed by their states. Thus, the NCSS social studies curriculum standards serve as the organizing basis for any social studies program in grades pre-K through 12.

The Learning Expectations provide illustrations of what students learn at each level in the social studies curriculum. The language of the Learning Expectations is aimed at teachers and seeks to capture the expectations of over-arching, long-range outcomes. At each level (early years, middle, and high school), the Learning Expectations present key questions for exploration related to each theme.* The Learning Expectations also provide illustrations of the types of purposes, knowledge, and intellectual processes that students should demonstrate in student products. The purposes identify the reasons why it is important to study each theme. Learners build knowledge as they work to integrate new information into existing cognitive constructs, and engage in processes that develop their abilities to think, reason, conduct research and attain understanding as they encounter new concepts, principles, and issues. An appendix highlights Essential Social Studies Skills and Strategies (see pages 163-166) for learners. Students represent what they learn in products that demonstrate their ability to use information accurately, and that reflect the thinking and research skills acquired in the process of learning. Students should learn both to conceive and implement self-directed projects and to participate in group projects. The development of the writing skills of students is an important objective of the products, which also include visual presentations.

The Evolution of Social Studies

In the United States through the 1900s, social studies revolved around the study of geography, government, and history. In 1912, the Bureau of Education (not to be confused with its successor, the United States Department of Education) was tasked by then Secretary of the Interior Franklin Knight Lane with completely restructuring the American education system for the twentieth century. In response, the Bureau of Education, together with the National Education Association, created the Commission on the Reorganization of Secondary Education. The commission was made up of 16 committees (a 17th was established two years later, in 1916), each one tasked with the reform of a specific aspect of the American Education system. The work done by the Committee on Social Studies culminated in the publication of Bulletin No. 28, which was entitled The Social Studies in Secondary Education. The 66-page bulletin, published and distributed by the Bureau of Education, is believed to be the first work dedicated entirely to the subject. It was designed to introduce the concept to American educators and serve as a guide for the creation of nationwide curricula based around social studies. The bulletin proposed many ideas that were considered radical at the time, and it is regarded by many educators as one of the most controversial educational resources of the early twentieth century. Early proponents of the field of social studies include Harold O.

The changes to the field of study didn't fully materialize until the 1950s, when changes occurred at the state and national levels that dictated the curriculum and the preparation standards of its teachers. This led to a decrease in the amount of factual knowledge being delivered, and instead focused on key concepts, generalizations, and intellectual skills. By the 1980s and 1990s, the development of computer technologies helped grow the publishing industry. Textbooks were created around the curriculum of each state and that, coupled with the increase in political factors from globalization and growing economies, lead to changes in the public and private education systems.

Teaching Social Studies

To teach social studies in the United States, one must obtain a valid teaching certification to teach in that given state and a valid subject specific certification in social studies. The social studies certification process focuses on the core areas of history, economics, and civics, and sometimes psychology, and sociology. Learners examine the past and the history of events that lead to the development of the current world. Ultimately, the learners will examine the beliefs and values of the past to apply them to the present. Learners will understand who they are and the environment and places that surround them. Learners will understand their own personal identity, development, and actions. Learners will understand how groups and institutions influence people's everyday lives. Learners will understand the forms of power, authority, and governance from historical to contemporary times. Learners will understand the rights and responsibilities of citizens and learn to grow in their appreciation of active citizenship. Ultimately, this helps their growth as full participants in society.

Civic Competence: The Ultimate Goal

The aim of social studies is the promotion of civic competence-the knowledge, intellectual processes, and democratic dispositions required of students to be active and engaged participants in public life. Although civic competence is not the only responsibility of social studies nor is it exclusive to the field, it is more central to social studies than to any other subject area in schools. By making civic competence a central aim, NCSS has long recognized the importance of educating students who are committed to the ideas and values of democracy. Civic competence rests on this commitment to democratic values, and requires the abilities to use knowledge about one’s community, nation, and world; apply inquiry processes; and employ skills of data collection and analysis, collaboration, decision-making, and problem-solving.

The civic mission of social studies demands the inclusion of all students-addressing cultural, linguistic, and learning diversity that includes similarities and differences based on race, ethnicity, language, religion, gender, sexual orientation, exceptional learning needs, and other educationally and personally significant characteristics of learners. In democratic classrooms and nations, deep understanding of civic issues-such as immigration, economic problems, and foreign policy-involves several disciplines. Social studies marshals the disciplines to this civic task in various forms. These important issues can be taught in one class, often designated “social studies,” that integrates two or more disciplines. On the other hand, issues can also be taught in separate discipline-based classes (e.g., history or geography). These standards are intended to be useful regardless of organizational or instructional approach (for example, a problem-solving approach, an approach centered on controversial issues, a discipline-based approach, or some combination of approaches). Specific decisions about curriculum organization are best made at the local level.

Since social studies has as its primary goal the development of a democratic citizenry, the experiences students have in their social studies classrooms should enable learners to engage in civic discourse and problem-solving, and to take informed civic action. The national curriculum standards for social studies present purposes worth caring about, processes worth engaging in, and knowledge worth learning.

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