While the primary focus of the Common Core Learning Standards is in improving literacy and math, elements of Social Studies topics and skills are emphasized. Primary source analysis and understanding multiple perspectives are just two examples. This article is grounded in a qualitative analysis of integrated instruction in two elementary…

Adding instructional time and holding teachers accountable for teaching social studies are touted as practical, logical steps toward reforming the age-old tradition of marginalization. This qualitative case study of an urban elementary school, examines how nine teachers and one administrator enacted district reforms that added 45 minutes to the…

This collaborative self-study article explores experiences teaching a cross-curricular undergraduate course that aimed to integrate social studies and science. The course differs from other compulsory components of the teacher candidates' program of study in that it concentrates on disciplinary structure, as opposed to methods, and it treats two…

This article offers a contextual analysis of contemporary immigration issues impacting the institutions in the United States, in particular the school. It discusses the importance of addressing this theme in the classroom and presents its curricular value in the elementary and middle school social studies and interdisciplinary curricula. Using a…

An interdisciplinary approach to environmental education, incorporating both the sciences and social sciences, is presented. (DE)

Integration of the social studies disciplines for more complete understanding of man's problems is promoted as reform to "real" social studies curriculum. (Author/ND)

Identifies and criticizes eight myths of curriculum integration. Points out the high, real, and certain costs of curriculum integration relative to the low, vague, and difficult-to-measure benefits. Questions the ability of curriculum integration to improve achievement, facilitate accurate accountability, and generate appropriate curriculum…

Geographers need to consider the logical relationship of their discipline to other disciplines, particularly the social sciences. In so doing they will inevitably emerge with a more viable concept of their crumbling discipline, one which should help them formulate normative proposals for curriculum reform. (RM)

Reports the findings of a descriptive case study carried out in Ontario, Canada, and designed to examine how a class of fifth- and sixth-grade students reacted to an integrated unit. Found that participating in the integrated unit was a positive experience for all the students interviewed. (KO)

Asserts that attempting to grasp the immensity of numbers used to describe the U.S. national debt, proven oil reserves, and other social statistics is becoming more and more difficult. Describes a program in which preservice elementary teachers created activities to help develop the skill of civic numeracy. (CFR)