Date of Graduation

5-2025

Document Type

Thesis

Degree Name

Bachelor of Arts

Degree Level

Undergraduate

Department

Curriculum and Instruction

Advisor/Mentor

Beasley, Jennifer

Committee Member

Conner, Karynecia

Abstract

Social Studies has remained a prevalent feature of the curriculum taught in the United States education system since the start of the 20th century as society became concerned with teaching children to be active citizens in their communities, and has evolved to integrate the development of critical and historical thinking skills that will enable students to analyze historical events and figures to generate a historical narrative (Coleman, 2021; Smith et al., 1995). The lack of standardized tests centered around social studies has meant that legislation like No Child Left Behind limits the funding provided to social studies as opposed to English, Mathematics, and Science, which has resulted in slow approval of new social studies curriculum, funding issues within individual school systems, and less time being devoted to social studies classes (O’Conner et al., 2007).

Therefore, to combat obstacles within the school system that place social studies at a disadvantage, teachers need to utilize effective instructional strategies considered by prior research to be the best practices for social studies education. Instructional strategies deemed to be the best practices to use in social studies classes are effective because they empower students to be an active participant in their learning, and to take on an increased amount of responsibility for their learning as they interpret historical events and figures to generate their own understanding of history and identify historical patterns that have resulted in the social issues that persist in modern society (Bolinger and Warren, 2007, Hattie and Timperley, 2007).

Keywords

Effective Best Practices; Institutional Barriers; Empowerment; Differentiation; Instructional Methodology; Supplement Learning

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