Chapter 9: Teaching Social Studies Through Big Ideas: A Strategy for All Students

For a multitude of reasons—particularly teacher confidence and the adherence to standardized testing—social studies is typically taught as a stream of “facts and faces” that are hastily presented, cursorily contextualized, and marginally relevant to the lives and experiences of students (Vogler & Virtue, 2007; Yeager & Davis, 2005). Though there have been calls (i.e. pleas) to revisit the way social studies is taught (White, 2000), both pedagogically and perceptually, little has changed; students still find the subject boring, irrelevant, and a waste of time (Houser, 1995; Zhao & Hoge, 2005).

This apparent disconnect is evident when teaching social studies to students with disabilities. Instruction is often textbook-driven, which limits student understanding and interpretation. Consequently, social studies is presented (and experienced) as disconnected dates and facts that marginalizes multiple perspectives and limits the opportunity for deeper, more substantive learning (Scruggs, Mastropieri, & Okolo, 2009). The traditional classroom method of lecture-read-group discussion often does not meet the needs of students with disabilities because many read below grade level (Horton, Lovitt, & Slocum, 1998; McCoy, 2005). Rote memorization and timeline-based chronologies are also ineffective (Lintner & Schweder, 2008). As well, students with disabilities (and it can be argued that all students in general), come to class with limited opportunities to have truly contemplated the concepts, principles, and ideals inherent in social studies. If asked to analyze the impact of Industrialization on the environment, many will not possess the cognitive tools with which to do so (Lintner & Schweder, 2008). Many will struggle. And this struggle may be attributed more to a lack of opportunity than ability.