Action Research Paper Almaras Martinez, Samuel 1

Why do we need to know Social Studies in School

Samuel Almaras Martinez
Professor Mary Anne Jacobs
Education 206

Abstract
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This essay that I have written answers to difficult question, “ why do I have to learn

this?” and “ what needs to be done in order to increase interest in social studies in the ninth

grade?” This question can be answered through the opinions of many. However, I was able to

answer this question using research from my local high school, using family members, friends

that are currently in the 9th grade and students from my blended 9th through 12th grade

fieldwork at Saunders Trades and Technical High School. According to Mark C. Schung’s case

study in 1982, “Why Kids Don’t Like Social Studies” and James Jurica’s “Elementary Teachers

Teaching History: A Tale of Two Teachers” I was able to support my argument. Schung’s study

was based on a school district from the midwest. Using official research I was able to come up

with the argument that projects, events and teacher enthusiasm sparks great interest in 9th grade

students. I was also able to argue the importance of history by showing studying that history is

needed in order to make sure the tragedies of the past do not repeat themselves.

Introduction to study
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If you walk into a classroom in any school around the country there will always be a

question on the mind of the students no matter the subject. “Why do I have to learn this?” Ever

since I have been in the public school system I asked myself this mind boggling question, and

every now and then I continue to ask it. In order to answer this question I needed to conduct a

study on students that were presently in high school. I was able to achieve this by talking to

students from Dobbs Ferry Highschool and Saunders Trades and Technical. I was able to ask my

brother and his friends that are currently in 9th grade global history. I was also able to talk to

friends who are in 12th grade to prove how when teachers bring new projects and events they

actually promote interest and even love for the subject.

Students would lose interest in the topics in their class when they believed that what they

were learning was unnecessary or not valuable for their daily living or future. During these

instances students would go on their phone ask to go to the bathroom and leave for a good

amount of time or be distracted or talk with somebody next to them. Teaching heavy lectures and

talking the majority of the class time, writing notes and speaking was a way that the students

would feel disconnected with the class and get lost and or bored throughout the lesson. The lack

of change in behavior and lesson styles would continue through every lesson. With the ability of

having events, projects, and other different styles of learning students would be completely

engaged and participate heavily. In Dobbs Ferry High School Ms. Stern, global history teacher,

was teaching about Julius Caesar and then explained about a day in which they were going to

present their essays and have a party that would resemble a gathering during that time. This

change of teaching style and variety in the way of teaching, engaged the students completely and

made the students anticipate and get excited for the day that was going to come to them. This
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would prove to me that enthusiasm and changing daily teaching routines is a way that history

that history can engage students and even spark a passion for the subject.

The Research

Through my research and through the case study given by Mark C. Schung in 1982 I

was available to answer the question on why students don't enjoy history. And the main

argument of the case study is that they don't enjoy history because they don't believe that it can

fully help them actually or even is valuable through their day today living or future life

occupations. This low view of value that social studies has on their mind affects them greatly

because not only does it not insure them a strong base for learning the subject it also gives them

a precedent and sets them up with the idea that social studies will not be helpful for the next 3

years if they have a high school.

Schung starts off his case study by stating his argument on how students in the

midwestern school generally do not view social studies as important. Schung said, “Many

students found social studies content boring, citing that the information is too far removed from

their experience, too detailed, or too repetitious. These reasons suggest the need to strive for

greater variety in instruction and provide more opportunities for student success.” (Schung,

1982) This belief that social studies does not have relevance in their day to day life was

widespread throughout the document. Not only was this in the case study, but this was also seen

in my person investigations. When I asked current freshmen from Dobbs Ferry High School if

they enjoyed history class they said it was boring and not interesting. However, when asked

individually they said the topics where and are interesting but the way that it was being taught

was rather bias and boring. The students were active and participating when the daily routine was

changed. Videos, movies, food and games were all forms of teaching that would immerse the
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students into the lesson. In Schung’s study, we are also able to see how students are categorizing

the importance of subjects in their own opinions. These opinions were based on the desire that

the students had for their future careers. The students, believe that the knowledge of History was

not necessary for the occupations that they were going to pursue.

Research Plan

The case study gives me great tips to ensure that in my plan I am able to ensure the

importance of history in the lives of my future students. Using the L.E.A.D.E.R framework I

have devised a plan to focus on the student’s learning and their desire to grow in their

recognition of the importance of history.

Looking at the problem at the problem is the first step. I have achieved this already

through the studies and my insights from the interviews that I had with students. The issue that

students believe that history is irrelevant and not valuable for who they want to become. The not

knowing why someone needs to study and or know history is the issue that is brought up and

hinders the growth of students.

Examining what I know shows and reiterates how every student is an individual and that

in learning history and its interests varies between individuals. The love for history is not

something that everyone has, some see history as boring and not important. Others like myself

think that history is crucial in order to understand the present and even the future. Through the

studies and evaluations I know in order to achieve satisfaction from students and myself, I must

be able to teach with enthusiasm and keep variety. Looking at the problem and examining what

you know also similar to background in the B.E.A.M framework. The two frameworks are able

to establish a foundation of growth that can be useful in engaging students.

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Acquiring knowledge, also helps me individualize the issue based on students. In a lesson

one needs to be able to realize what the class enjoys and what they believe is helpful. However,

this presents a challenge because one must be able to teach the required standards and content

that is mandatory in a way that is comprehensive yet interesting to the children. I am able to do

this by taking lectures that are not so enjoyed by students and involving them more often by

using games and group activities. This also would fall under devising a plan. These lessons are

great ways of engaging the students and achieving the required contents that need to be covered.

Executing the plan is a step that I will be able to achieve once I am given a class of my

own. I have high hopes for my classroom and hope I am able to engage and spark a passion in

history like the many great educators before me. Many of my teachers and even some professors

have been able to achieve immersing all the students into history in ways that are unique to them.

In highschool and in college I have had history teachers that have helped me fall in love with the

subject and some that have made me reconsider my whole career.

The case study and my own investigating have helped me argue my argument that one

needs to bring variety, enthusiasm and passion for teaching history no matter the unit or content.

Students often question why history is necessary in order to grow but this is needed in order to

secure a greater knowledge and understanding of the past, present and future. Through the

L.E.A.D.E.R framework one will be able to use the studies for their benefit and shape it to the

necessities of the classroom. Through projects, events and all other forms of teaching students

can be engaged in history.

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Citations

Beery, R., Schung, M., & Todd, R. (1982). Why Kids Don’t Like Social Studies. U.S.

Department of Education, 1-26.

Jurica, J. (2018). Elementary Teachers Teaching History: A Tale of Two Teachers . Journal of
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Border Educational Research, Volume 8, 2010. Retrieved from

https://pdfs.semanticscholar.org/6288/6e92f6071bc6912002b6d14bdddae9ebc0ff.pdf.