Chapter 5: Maximizing Social Studies Learning for all with Peer Tutoring and Learning Strategy Information

According to the National Council for the Social Studies (NCCS, 2008), the primary purpose of social studies is to “help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world” (n.p.). To meet this purpose, a variety of instructional methods and materials are needed.

Presently, progress in social studies has been evaluated by state high-stakes tests, which in most cases are heavily weighted toward acquisition of content knowledge, and are typically promoted through the use of textbooks (Frase-Blunt, 2000; Meyers & Savage, 2005). Unfortunately, such textbook-based approaches are not well suited for the characteristics of many students with mild cognitive disabilities, including learning disabilities, emotional/behavioral disabilities, and intellectual disabilities. These learners often struggle in areas such as prior knowledge, vocabulary acquisition, verbal learning and memory, text processing skills, and study skills (Mastropieri & Scruggs, 2010)—exactly those areas most emphasized in textbook-based approaches.