Curriculum Development: Curriculum Brief

Armstrong, T. (1994). Multiple Intelligences: Seven Ways to Approach
Curriculum. Retrieved March 27, 2009, from http://www.thomasarmstrong.co
m/articles/7_ways.htm

Lake, K. (2009). Integrated Curriculum. Retrieved March 27, 2009, from
http://www.nwrel.org/archive/sirs/8/c016.html


Ø Social studies (SS) demands an interdisciplinary teaching approach relative to other subjects because:

o SS needs to prepare knowledgeable, clear thinking citizens;

o Inquiry into real world citizenship matters is naturally holistic and should not be restricted by rules or boundaries;

o Good citizens synthesize knowledge from a multitude of sources and consciously connect this knowledge to their individual values and mores.


Ø There are two prevalent, existing pedagogies for teaching SS: 1) a discipline approach that focuses on knowledge gained; and 2) a reflective approach focusing on thoughtful thinking and social criticism.


Ø These existing approaches are inadequate. A discipline approach does not allow for the constructive and creative synthesis of knowledge needed for “quality decision-making and social participation.” The reflective approach is limited by the subject matter selected and often does not challenge the students to think about existing social issues, but rather focuses only on the “thinking” process.


Ø A new, more radical issues-centered approach to teaching SS is being championed by some academics and teachers as the solution to achieving the three goals highlighted in the first bullet.

Prevalence Across the Country and in Ohio

Ø Nationally, there is a trend toward dividing SS into component parts and teaching each discipline independently. For example, geography taught separately from history.


Ø The concept of an issues-centered approach is not new, but it has been watered down by a focus on reflective thinking.


Ø Locally, Ohio’s focus on standardized testing indicates a resistance to a interdisciplinary, issues-centered teaching style because it is antithetical to the knowledge gain (discipline-approach) that prepares students for the State exams. This same reasoning would apply on the National level.

Best Method to Address the Future of the SS Curriculum

Ø An issues-centered approach relies on reflective, open-ended questions that are drawn from current social issues or cultural obstacles. Students are required to examine social practices using the ideals of democracy, as well as clarify and test alternatives to determine the preferable method or system.