This study questions the belief that little or no social studies is being taught in regular elementary education classrooms. That belief is based on time studies and a body of research that looks at curriculum and teacher interviews and concludes that the social studies time block has been decreased in elementary classrooms, therefore little or no…

This article illustrates the efforts of educators in North Carolina to advocate for the social studies in an age of high-stakes assessment and tight budgets. Although this story begins with one state, the marginalization of social studies in elementary schools is a nationwide problem. The federal No Child Left Behind law (NCLB) is due for…

The purposes of this study were to determine the actual amount of instructional time spent on social studies, to determine the variety of instructional strategies used during social studies instruction, and to assess the frequency and types of technology usage during social studies instruction. As part of addressing the No Child Left Behind Act, a…