Darrell P. Kruger, Illinois State University S. Kay Gandy, Western Kentucky University

 Two year study  Social Studies Methods courses  Over 200 teacher candidates from two universities  Over 2000 observations  10 to 15 field days per semester  21 schools

Sub-domainGrade 5Grade 8Grade 11 Government and Civics20%30%20% Cultures and Societies15%10% Economics15%10%15% Geography20%15% Historical Perspective30%35%40% NOTE: Illinois has completely dropped state social studies tests.

 Piloted checklist  Instructions on how to conduct observations  Courses on Teaching Strategies/Assessment  Human-Subjects Research forms  Collection of Observations  Interview with Teacher for Contextual Factors  Copy of Class Schedule  Reflection

 Conclusions cannot be extrapolated to all schools in KY and IL, given the small sample  Cooperative teachers were aware that teacher candidates would be observing social studies lessons  KY teacher candidates observed 1 day per week; IL teacher candidates observed 3 consecutive weeks  Candidate responses remain subjective

 How frequently social studies was taught  Materials Used  Teaching Methods  Content of social studies lessons  Types of Assessment

NameClassificationLow Income RateEthnicity Percentage Location AUrban45%5%KY BUrban99%27%KY CUrban99%17%KY DUrbannot listed5%KY ERural3%2%KY FUrban58%18%KY GUrban75%25%KY HRural50%18%KY IRural55%5%KY JRural11.8%3.5%IL KUrbannot listed1%IL LUrban20.2%47.7%IL MUrban86.1%89%IL NUrban60.7%45%IL OUrban10.8%32.8%IL PUrban27.3%34.7%IL QUrban65.2%32.6%IL RUrban20.2%47.7%IL SUrban27.3%34.7%IL TUrban10.8%32.8%IL UUrban86%89%IL

Male 07%Female 93%

 Average of 38 minutes for lessons  Taught 60% of field days  64% listed social studies on the daily calendar  …it was not that the teachers did not want to teach the content, it was because there was so much pressure on them to teach reading and math that they felt like they did not have time to teach the content.

Type of MethodReported Observations % of Total Methods Direct Teaching84739% Cooperative Learning23111% Problem-Based Learning5503% Discovery Learning15507% Paired Learning11705% Inquiry Learning12206% Role Play7003% Simulations11705% Literature-Based24911% Other22610%

Type of ActivityReported Observations % of Total Activities Read78532% Answer Questions77031% Illustrate20708% Demonstrate16307% Create Product27311% Other26811%

Type of AssessmentReported Observations % of Total Assessment Oral48056% Written38444% Standardized Test809% Teacher Created18221% Student Created14917% Open Response9011% Selected Response506% Other435% None27031%

 Many days, the allotted time for social studies was spent working on portfolio pieces in the lab or reviewing science material for the CATS testing.  I did see science books stacked up that children used, but the only social studies books were from 1986 and sitting on shelves with dust on them.

 The students are given the impression they do not have to learn about Social Studies unless it is test time because it is not important.  I tried to find ways that Social Studies was being taught on the days that I was present and the only thing that I could find was the pledge being said every day.

 How can we ensure that time for social studies is mandated in the curriculum?  Are we preparing students to be responsible, active citizens?  What can we do to make sure assessment does not drive the curriculum?  Does a subject have to be assessed before it will be taught?