Explicit and Implicit Social Studies: Exploring the Integration of Social Studies Experiences in Two Elementary Classrooms

Abstract

This study explores how two elementary teachers (first and fifth grades) integrated social studies content and skills throughout their school day. More specifically, we describe and explain their social studies instruction in terms of integration as it reflects fractured, healthy, and stealthy integration (Hinde, 2015). As researchers, we spent time in two classrooms documenting the explicit and implicit social studies instruction and the interactions of teachers and students. We found examples of fractured, healthy, and stealthy integration with most instances occurring throughout the school day but with varying degrees of transparency. This study provides insight to what is taught as elementary social studies and the study contributes to our understanding of how social studies is taught in elementary classrooms with implications for future research and teacher practice.

“Fitting It In”: Elementary Teachers Talk About Social Studies Instruction in Public School Classrooms

“…Another possibility is that teachers with proximate stances teach social studies during the school day more often than their interviews revealed, but they lacked this awareness or failed to acknowledge this during the interview. This possibility is supported by Brugar and Whitlock’s (2020) case study of two elementary teachers who were unaware of some of their integration practices.…”

“…Despite the popularity of content integration in elementary schools, studies show that integration does not always lead to effective social studies teaching (Boyle-Baise et al, 2008; Brugar & Whitlock, 2020; Heafner, 2018). For example, Boyle-Baise et al (2008) conducted a case study of 13 elementary teachers and found that although teachers reported that they integrated social studies and reading, the content integration observed was “opportunistic, as happenstance, rather than systematic” (p. 233).…”

“…These teachers were essentially teaching reading while claiming to be integrating social studies into their lessons. In another case study of a first and fifth grade teacher, Brugar and Whitlock (2020) identified examples of the teachers engaging in a wide range of approaches to social studies. They found that social studies integration was typically intentional, teacher-initiated, and most frequently carried out during non-academic (e.g, snack time, morning meetings) and language arts time.…”

“…They found that social studies integration was typically intentional, teacher-initiated, and most frequently carried out during non-academic (e.g, snack time, morning meetings) and language arts time. Brugar and Whitlock (2020) concluded that there were many "missed opportunities" to address social studies content by extending lessons, activities, and conversations throughout the day (p. 8). They added, "although it would appear to be good news that social studies is observed so often, the quality of social studies matters more than the quantity" (p. 13).…”

“…The tenuous state of elementary social studies has been explained by scholars who cite lack of time and curriculum resources devoted to social studies; teachers' emphasis on tested subjects of reading, writing, and math; and instruction that distorts, trivializes, or lacks social studies content (Alleman & Brophy, 1993;Boyle-Baise et al, 2011;Brugar & Whitlock, 2020;Heafner, 2018;Heafner & Fitchett, 2012;Heafner et al, 2007;Hinde, 2015). Content integration has been positioned as a viable approach to address some of these challenges, but more research is needed to understand why social studies maintains its low status in early grades.…”