From the Green Mile to the Yellow Brick Road: Using a Practical Model to Fill in the Social Studies Content Gaps

Committed to differentiation and engagement: A case study of two American secondary social studies teachers

“…By the time students enter secondary education where social studies is more emphasized, students do not have the content knowledge secondary teachers are expecting (Guidry et al 2010;Hinde, 2005).…”

“…Behind Act (NCLB) have resulted in a greater emphasis on English-language arts (ELA) and mathematics, thus marginalizing social studies instruction, particularly at the elementary level (Anderson, 2014;Guidry et al 2010). According to a report by the US Center on Education Policy, since the enactment of the NCLB, 44% of districts have 1 Northern Michigan University 2 Northern Michigan University…”

“…When looking at US History, there are 65 high school content expectations (HSCEs) and 86 subHSCEs for Michigan students, where this study took place. The astonishing number of social studies content standards puts pressure on secondary social studies teachers, which is greatly heightened when students enter high school already behind in their content knowledge (Guidry et al 2010). …”

“…The words "boring" and "useless" are often associated with the subject of social studies beginning at the elementary level and continuing through high school (Guidry, Cuthrell, O'Connor & Good, 2010;Tanner, 2008;Zhao & Hoge, 2010). Researchers link students' negative attitudes towards social studies to dull instructional methods and increases in curriculum demands (Guidry et al 2010;Hinde, 2005;Pederson, 2010;Tanner, 2008;Zhao & Hoge, 2010).…”

“…Researchers link students' negative attitudes towards social studies to dull instructional methods and increases in curriculum demands (Guidry et al 2010;Hinde, 2005;Pederson, 2010;Tanner, 2008;Zhao & Hoge, 2010).…”