SOCIAL STUDIES STUDENTS LACKING THE “BIG PICTURE” IN CURRICULUM 1

TEACHING THE TREE AND NOT THE FOREST: SOCIAL STUDIES STUDENTS

LACKING THE “BIG PICTURE” IN CURRICULUM

Hannah Davis

Arizona State University

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Abstract

This paper introduces the gaps in the current Arizona curriculum for K-12 Social Studies.

In the introduction, the explanation of the problem, coupled with intimidating statistics

supporting the need for change, demonstrate that the curriculum needs to be changed to

enhance (not replace) raw material to promoting real life skills like individual thought,

critical-thinking, and collaborating, which will bring history to the modern day

connections students need and will help them become intelligent thinkers that actively

contribute to the Republic Democracy of the United States. This provides a practical

solution to the problem-professional development for Social Studies teachers state-wide.

External opportunities, like field trips such as Stuffington Bear factory, a factory that

brings in students to demonstrate factory life, can be utilized when teaching the Industrial

Revolution, and help students make that real-world first hand connection to said

historical events. Weaknesses, like students’ comfortability with the new method and

lack of supportive parents, are highlighted in this paper as well.

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Introduction to the Problem

Introduction

Social Studies has always seemed to be the subject that has the most students

questioning, “why am I learning this?” Well, when it has been taught in a manner of memorizing

names, dates, and places, it is understandable why quite a few K-12 Social Studies students

struggle with the importance of learning and retaining it.

Aside from the lack of basic Social Studies knowledge, the most prevalent adverse

effects of how Social Studies has been taught in the K-12 environment is that students do not

know the how and why Social Studies relates to today. Students are not aware of how the United

States was fought for through brutal battles and intellectual jargon that took place in secret. They

do not know how fortunate they are to be able to participate in a Republic Democracy, where in

other places of the world, people are not taught to read and write. Social Studies students need to

learn more about the past to appreciate the present and work towards a better future.

A large-scale transformation of the Social Studies curriculum, promoting real life skills

like individual thought, critical-thinking, and collaborating, will bring history to the modern day

connections students need and will help them become intelligent thinkers that actively contribute

to the Republic Democracy of the United States.

Background of the Problem

Shocking studies confirm the fears above. According to “Education for Democracy,”

with over one-hundred contributors ranging from executives to scholars, they write, “We now

have convincing evidence that our students are woefully lacking in a knowledge of our past, of

who we are as Americans. In its 2001 assessment of students’ knowledge of U.S. history, the

National Assessment of Educational Progress (NAEP) found that 69 percent of 12th-graders did
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not know the purpose of NATO and the Warsaw Pact. Only 35 percent of 8th-graders understood

the meaning of “Jim Crow” laws, and only 29 percent could give an “appropriate” or “partial”

explanation of the purpose of checks and balances in the Constitution” (American Federation of

Teachers). Cleary, something needs to change with the Social Studies curriculum. It needs to be

more than a change in standards, it needs to be a change in thinking what Social Studies truly is.

Due to an astonishing number of students not knowing a reasonable amount of Social Studies, it

can be assumed that not many were not properly educated when it comes to civics and

citizenship. According to NPR, only 6 out of 10 eligible voters actually vote (Khalid, A.,

Gonyea, D., & Fadel, L.). Many cited their reasons for not voting due to not believing it makes a

difference, not knowing how/where to vote, not knowing current affairs well enough, etc.

(Khalid, A., Gonyea, D., & Fadel, L.). Social Studies is meant to teach students to embrace the

past, learn to love the present, and work towards a better future; our curriculum is failing them to

do so.

Stakeholders Involved

While this should be a nation-wide change, implementing this new curriculum at the state

level is more feasible. The biggest stakeholder in a state-wide curriculum change would be the

Superintendent, who is currently Diane Douglas, and the State Board of Education, who would

vote on the Superintendent’s suggested curriculum change. The most practical way to ensure this

change directly in the classroom is to implement Professional Development for all Social Studies

teachers in Arizona.

Existing Problems and Potential Barriers

Current challenges for Professional Development is the argument that there is no time or
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enough proper funding set aside. It is true that teachers are overworked, so that argument is

somewhat valid. The administration and district need to formally and financially support the

need for more Professional Development in this new curriculum. Potential barriers in this would

be a concern over the loss of the traditional lecture model, where students are lectured, take

notes, and then are tested on said lecture. Another barrier, possibly the biggest, is the question as

to how this would affect standardized testing. Students, teachers, parents, administrators,

basically anyone involved in education, would be concerned how this would affect students’

results. This curriculum change will not neglect the raw material involved with Social Studies, it

will enhance it. The “big picture” of this curriculum change is to shift students away from the

testing mindset, and push them to be independent free thinkers, collaborators, and active citizens.

Summary

Professional Development that gives teachers the ability to transform the Socials Studies

curriculum will result in not only better Standardized Test Scores, due to students being able to

make real world connections, but will teach students critical skills like individual thought,

critical-thinking, how to be an active citizen, and collaborating. These skills will not only better

the students, but the Republic Democracy of the United States.

Environmental Analysis

Internal Strengths

The biggest strength in any classroom surrounding the problem for lack of “Big Picture”

in social studies curriculum is the teacher himself. Teachers are the “CEOs” of their classrooms;

aside from guidance from administration and standards, teachers have the overall say for how

their lessons are planned, how to interpret the curriculum, and how they can affect the students.
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With the Professional Development plan suggested in this paper, the teacher can use that knew

found knowledge to implement it in his classroom.

In the school, the best strength is a supportive administration and the establishment (or

continued support) of Professional Learning Communities. Administrations need to be able to

give teachers the freedom and guidance to go out of the norm and to teach the “Big Picture” of

social studies, promoting real life skills like individual thought, critical-thinking, and

collaborating, which will bring history to the modern day connections students need. Through

the establishment or the continued support of Professional Learning Communities, teachers and

administrators can work together to ensure that what is learned from the Professional

Development is realistically and properly implemented throughout the Social Studies

Department.

Internal Weaknesses

The biggest internal weakness would be teachers’ and administrators’’ inability to adapt

to the new suggested curriculum and professional development. While they are backed by

research, it is still hard to have an entire school/system adapt to a new way of teaching,

especially in the social studies department. Another internal weakness would be students who are

reluctant to learn in the new way. Unfortunately, students have been pushed through the

traditional model of lecturing names and dates and then being tested on said names and dates for

so long that higher level thinking, collaboration, and real-world connections in social studies

may take time for students to adjust to.

External Opportunities

The fortunate aspect of history is that connections can be made anywhere and anytime.

Places like the Stuffington Bear Factory, a factory that brings in students to demonstrate factory
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life, can be utilized when teaching the Industrial Revolution, and help students make that real-

world first hand connection to said historical events. Other field trips, like to the Renaissance

Festival, will aid the connection aspect of the new suggested curriculum even further. In

addition, local politicians, veterans, and representatives could come in to speak to students to

discuss the importance of learning social studies and putting that knowledge to use, and help

students relate to the content. Bringing in real world events, like elections, and allowing students

to openly and respectfully debate about current affairs, will also propel this mission.

External Challenges

The biggest and most predominant external challenge facing this mission is the current

culture. Allowing students to debate, practice high-level thinking, collaborate, practice Project

Based Learning, and engage in real world skills in social studies is a new concept that the past

and current culture has not allowed.

In addition to culture, parents are the biggest external challenge. Most of them have been

taught in the traditional method, so it makes sense that they would be taken back, or frustrated,

when a new method of teaching social studies will be introduced. As a preventative measure, and

to ensure parents that their children are being taught all the necessary content in social studies,

they will be allowed to sit in on the professional development sessions, teachers and

administrators should have an “open door” policy regarding questions about this new method,

and will be sent home the data-supported research that backs this new method.

Stakeholder Analysis

While this should be a nation-wide change, implementing this new curriculum at the state

level is more feasible. The biggest stakeholder in a state-wide curriculum change would be the

Superintendent, who is currently Diane Douglas, and the State Board of Education, who would
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vote on the Superintendent’s suggested curriculum and standard change. The most practical way

to ensure this change directly in the classroom is to implement Professional Development for all

Social Studies teachers in Arizona.

The Superintendent, Diane Douglas, lost in her re-election during the Republican primary

to Frank Riggs (Altavena). Currently, Douglas is trying to establish her own set of Standards

based on the “Barney Charter School Initiative's Scope and Sequence;” these would replace all of

Arizona’s current standards. According to Kathy Hoffman, the Democratic Superintendent

nominee, [these new standards] “would be devastating to our students as they represent minimal

learning requirements, do not account for different learning styles and would require a new

curriculum. Furthermore, it would undermine the countless hours of work put in by teachers and

experts” (Altavena).

After viewing the Barney Charter School’s Scope and Sequence Curriculum/Standards,

they do not promote big picture learning, particularly in history. Current events are not drawn in.

Modern day practice and relevance are abandoned as well. By adopting a new curriculum and

establishing professional development to implement it in the class, Diane Douglas, the biggest

stake holder, would not have anything to lose since she will not be re-elected and many already

oppose her new set of curriculum/standards from the charter school. If the proposed change of

state-wide curriculum, standards, and professional development are adopted, Diane Douglas

would probably be positively and enthusiastically recognized for revolutionizing the Social

Studies curriculum and standards, and giving teachers the skills and resources to do so.

The next biggest stake holder is the Arizona State Board of Education. There are

composed of the following: the superintendent of public instruction, the president of a state
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university or state college, four lay members, a president or chancellor of a community college

district, a person who is an owner or administrator of a charter school, a superintendent of a high

school district, a classroom teacher and a county school superintendent. Each member, other than

the superintendent of public instruction, is appointed by the governor with the consent of the

senate. Members are appointed to a term of four years” (Arizona State Board of Education).

The mission of these members is “to develop successful citizens through robust public

education” (Arizona State Board of Education). While the Board has a plethora of

responsibilities, from delegating to the superintendent of public instruction to approving teacher

certifications, the social studies standards and curriculum that they create, support, and enforce

do not support their mission (15-203). As mentioned above, the current social studies standards

do not fulfill the purpose of teaching social studies: to create educated and active citizens with

ample knowledge of the past, through careful analysis and collaboration, and to take that

knowledge to propel themselves and the country into a better future. Instead, the standards are

focused purely on memorization and recitation. By adopting these proposed changes of state-

wide curriculum, standards, and professional development, the school board will not only be

fulfilling its mission, but ensuring that it thrives in each and every student. What the School

Board could lose is lack of support and morale from teachers, principals, and districts, since this

change may be drastic to how some implement things. In addition, while it should not be too

much, this new change can make a dent in the School Board’s budget.

The stakeholders above have always been and always will have the final say of the

curriculum, professional development, and standards in Arizona. If the proposed change of state-

wide curriculum, standards, and professional development are adopted, their roll will only

change for the better. It will help these administrators and officials be more connected to the day
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to day reality of the classroom, and truly think what the students need to fulfill their mission. It

will also show their support for teachers and staff, due to creating practical professional

development sessions full of resources and skills needed to ensure the students’ academic

success.

Conclusion

Social studies have been taught in the ultra-traditional lecture and memorize model. This

does not keep students engaged and does not encourage important skills like higher-level critical

thinking; it also diminishes students love for learning history. Teachers have been teaching the

“tree” in the forest of history, like names and dates. In reality, it should be the “forest,” or the big

picture. While the ultimate goal is a change in curriculum, the first step is implementing

professional development for teachers to give them the methods and tools to encourage and

facilitate students to practice skills like higher-level critical thinking, analysis, inquiry and

collaboration, which has been lost in the teaching of history. While certain stake-holders like

veteran teachers, state testing, or concerned parents may serve as a barrier, alarming studies and

facts will demonstrate that the proposed change in teaching social studies will shape students for

the better in their personal future and in their future as an active and engaged citizen for the

United States.
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References

Altavena, L. (2018, September 22). Diane Douglas proposes controversial new K-12 education

standards. Retrieved from https://www.azcentral.com/story/news/politics/arizona-

education/2018/09/22/arizona-superintendent-diane-douglas-proposes-academic-

standards-hillsdale-college-betsy-devos/1374060002/

American Federation of Teachers. “Education for Democracy.” 2003, pp. 1–23.

Arizona State Board of Education. (n.d.). Retrieved October 14, 2018, from https://azsbe.az.gov/

15-203. Powers and duties. (2007). Retrieved October 14, 2018, from

https://www.azleg.gov/FormatDocument.asp?inDoc=/ars/15/00203.htm&Title=15&Doc

Type=ARS Arizona State Legislature -- Classic Site

Khalid, A., Gonyea, D., & Fadel, L. (2018, September 10). On The Sidelines of Democracy:

Exploring Why So Many Americans Don't Vote. Retrieved from

https://www.npr.org/2018/09/10/645223716/on-the-sidelines-of-democracy-exploring-

why-so-many-americans-dont-vote
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Appendix

Reflection

The professional development group project that struck me the most was the “Teacher

Burnout.” This is phrase that is typically coupled with “Why do you want to be a teacher?”

Teacher Burnout is when a teacher is emotionally exhausted, due to a severe amount of stress

and is a significant reason for teachers leaving their jobs. Teacher Burnout typically correlates to

seasons, the surrounding environment, and time in the classroom. It happens to all teachers in all

stages, regardless of the gravity of the factors.

Once Teacher Burnout begins, it compounds over time. Teachers begin to become

distant, and no longer truly care about their students’ success and happiness. Students begin to

notice this behavior or lack thereof by the teacher, and it turns into a vicious cycle, resulting in

the teacher and students being unhappy and attempting to learn in a hostile environment.

Unfortunately, I have witnessed Teacher Burnout in all three of my internships. When

students discuss these teachers, it’s very obvious that these students feel neglected by their

teacher, thus they were unmotivated and did the bare minimum of work needed for the class. It

also seems to be a “mob mentality.” When one teacher begins to complain, another jumps in, and

the discussion/environment becomes very negative.

Burnout is not exclusive to just teachers…it can happen to students too. Students in this

era of education endure a lot, and have a lot of expectations of them academically, physically,

mentally, and emotionally. If they are exhausted, not communicating, not giving their best effort,

etc., then it is most likely that they are experiencing burn out of their own.
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Aside from seeing the repercussions of Teacher Burnout first hand, this project sparked

my interest because it relates directly to my project. When teachers are burned out, they typically

take the easy route of centering their curriculum and teaching styles around testing. This looks

like the traditional lecture model: the teacher lectures, the students take notes, and then are tested

on their notes. While it is easier for the teacher, it does not challenge students’ higher level

thinking skills, does not utilize collaborative learning, and it is a disservice to the students and

their future. Since the students will be the future leaders of this country, it is also a life-long

disservice to the teacher.

The group gave a plethora of resources of help with burnout in general. From apps to

websites, the website created by the group would be a great resource to be used by

administration in all levels of education, not just Secondary. The Teacher Blogs also help with

feeling that you are not alone, and that other teachers may be experiencing the same thing you

are, and could work together to create a solution. In reality, it would be great to utilize some of

the strategies given in the first five minutes of the class period. While some may worry that it is

“wasted time,” it is a preventative measure that will ensure that the teacher and students will be

focused, stress-free, and ready to learn.

For example, in my own classroom, I would love to utilize the “Head Space” app for

meditation and to promote mindfulness. It is free and takes less than five minutes to do. I would

use it before students begin anything, similar to a warm-up format. In addition, I would like to

have resources readily available to my students to use when they are experiencing burnout, like

having stress balls on their desk table. For myself, to aid in preventing Teacher Burnout, I would

like to print of the chart given on the group’s website and keep it at my desk, to remind myself to

utilize these strategies as frequently as possible.

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