A Rationale for Social Studies Education

Chelsea Constantino

Secondary Social Studies/History Methods

 Barton and Levstik, in “Teaching History for the Common Good,” state, “History needs

justification... because in an overcrowded curriculum, there is no obvious reason why schools

should include the topic” (Barton 2004). In a nation that prioritizes subjects on standardized tests

such as reading and mathematics, social studies education is often deemed non-essential and

misconstrued as memorizing names and dates. However, marginalizing social studies is

detrimental not only to students’ development into 21st century citizens, but to society as a

whole. Social studies teaches students how to exercise their rights as citizens in a democracy and

actively engage in their communities. It promotes critical thinking, allowing students to

independently evaluate and interpret sources of information and make informed judgments and

decisions. Also, social studies challenges students to consider multiple perspectives, fostering

empathy towards individuals different from them. Social studies education instills essential

knowledge, skills, and values in students they must have to navigate the world around them.

Social studies teaches students how to be citizens in a democratic nation. Levine, in

Social Studies Classrooms as Communities, articulates, “...social studies classrooms could

become the crucible within which students learn the power and joy of having a voice, having

agency, and being able to change the world in which they find themselves” (Levine). Students

find their voice in social studies; they learn how to effectively express their thoughts and

opinions on contemporary issues, and how to actively listen and appropriately respond to others.

In social studies, students engage in civil discourse, providing them with a safe space to practice

respectfully disagreeing with their peers. In my student teaching placement at Illing Middle

School, students regularly exercise civil discourse skills when discussing historical and

contemporary issues. Practicing these skills has improved the quality of class discussions,

created an inclusive, safe classroom environment, and ensured all perspectives are acknowledged
and respected. Civilly and productively engaging with their classmates prepares students for

participating in their communities as citizens. Social studies education, “prepares students to be

active citizens who participate in democracy by teaching them content, skills, and attitudes to

make change” (Barton 2004). Participatory democracy is indispensable to the common good of

Americans, ensuring voices from all racial, ethnic, gender, and socioeconomic groups are heard.

Students must know how to engage in their local, state, federal, and global communities to

preserve the diverse interests of all Americans. Barton and Levstik affirm, “Democratic

governments will be more democratic if citizens understand how they work” (Barton 2004).

Social studies education is essential for democracy to thrive.

Critical thinking skills empower students to question conventional knowledge which may

perpetuate misconceptions and injustice. Social studies nurtures critical thinking skills through

implementing the inquiry process, empowering students to develop questions, conduct research,

and take informed action within their communities. Inquiry effectively engages students,

granting them the autonomy to pursue their interests and take ownership of their learning, while

evaluating and interpreting sources of information through research. Wineburg believes social

studies classes, “combat entrenched cultural assumptions by providing various perspectives and

sources,” developing students’ critical thinking skills (Wineburg 2001). Regardless of whether or

not students decide to continue their education beyond high school, critical thinking skills will

serve students throughout their lives. Today, Americans are incessantly obtaining misleading

information from social media, television, and film. Even museums, which most citizens

consider indisputable sources of information, are characterized by bias. It is essential students are

able to determine the credibility of information they will encounter from these various sources,

instead of idly consuming it. Loewen, in Lies My Teacher Told Me, states that social studies
classes are, “opportunities to challenge heroism, American exceptionalism, and equal

opportunity” (Loewen 2007). With critical thinking skills, students are able to see beyond the

facades of conventional knowledge and pursue an understanding of the world for what it truly is.

Social studies education equips students with crucial critical thinking skills they will employ

throughout their lives.

Students live in an increasingly diverse world. They will encounter individuals with

drastically different cultures, gender identities, ethnicities, and socioeconomic groups throughout

their lives. In order for students to successfully interact with and relate to people different from

themselves, they must be able to practice empathy. Social studies promotes empathy through

analyzing the perspectives of diverse historical and contemporary groups. Wineburg believes

social studies education, “...is essential in teaching people how to understand those different

from themselves...” (Wineburg 2001). In social studies, students learn multiple histories of

various groups, compare and contrast their experiences, and pose questions about why they are

different. Analyzing primary source documents such as journals, photographs, and letters provide

students with insight to the lives of individuals similar or different from them. Students develop a

well-rounded understanding of the world through social studies, instead of accepting a

streamlined, biased history told from a single perspective. Social studies nurtures tolerance and a

respect for human dignity through celebrating diversity. Students are able to recognize the

humanity in all of us through analyzing multiple perspectives in social studies. Social studies,

“...humanizes us in ways offered by few other areas in school[s]...” establishing it as an essential

component of all students’ educations.

From my perspective, becoming a social studies educator is a method of promoting future

generations’ competence to navigate the world they live in. I hope to teach students how to
exercise their rights as citizens in a democracy and how to engage in their local to global

communities. I hope to challenge students to think critically instead of idly consuming

information around them. I hope to empower students to recognize the humanity in all of us and

understand how and why groups and individuals have different perspectives than them. These are

indispensable products of social studies education that cannot be sacrificed. These lessons

transcend students’ academic experience and influence the lives they lead beyond school.

Marginalizing social studies is detrimental to students’ individual growth and to society as a

whole; students must learn about the world they live in to successfully navigate it.
 References

Barton, K. C., & Levstik, L. S. (2004). Teaching History for the Common Good. Retrieved
December 11, 2016, from https://lms.uconn.edu/bbcswebdav/pid-875051-dt-content-rid-
3972194_1/courses/1168-UCONN-EDCI-4210W-SEC003-4645/barton and levstik
teaching history chap 2.pdf.

Levine, T. H. (n.d.). Social Studies Classrooms as Communities of Practice that Enable Social
Action. Retrieved December 11, 2016.

Loewen, J. W. (2007). Lies My Teacher Told Me: Everything Your American History Textbook
Got Wrong. Touchstone.

Mandell, N., & Malone, B. (n.d.). Thinking Like a Historian: Rethinking History Instruction.
Wisconsin Historical Society Press.

Wineburg, S. (2001). Historical Thinking and Other Unnatural Acts: Charting the Future of
Teaching the Past. Temple University Press.