“Reading and math take so much of the time…”: An Overview of Social Studies Instruction in Elementary Classrooms in Indiana1

Abstract This study reports the results of a comprehensive survey (59 fixed and 3 open-ended response items) of a stratified (by grade) random sample of K-5 teachers in Indiana (n = 594; response rate = 49.5%). Results indicated that social studies is becoming increasingly marginalized in the K-5 curriculum relative to other core subject areas (e.g., math and reading). Evidence from the study suggests that three factors may play a role in this marginalization: (1) perceived level of administrative support for implementing state social studies standards; (2) lack of state-wide assessments for social studies at K-5 level; and (3) teachers' lack of a clear understanding of the goals and mission of the social studies at K-5 level. Respondents were asked to describe their rationale for social studies at their respective grade level and to describe the value of social studies instruction for their students. Data concerning these rationale statements were analyzed, and eight distinct categories emerged. Less than 30% of respondents offered rationales that incorporated the widely agreed-upon mission of social studies instruction—citizenship education. The report concludes with a call to revisit and rewrite the 1989 NCSS Position Statement on Social Studies for Early Childhood and Elementary School Children to address the continued marginalization of K-5 social studies in the post-‘No Child Left Behind’ climate.