ERIC ED343768: History and Social Studies Curricula in Elementary and Secondary Schools.

31 Pages·1991·1.2 MB·English

by  ERIC

DOCUMEN1 RESUME
RC 018 627
ED 343 768
Harvey, Karen
AUTHOR
History and Social Studies Curricula in Elementary
TITLE
and Secondary Schools.
Department of Education, Washington, DC. Indian
SPONS AGENCY
Nations At Risk Task Force.
PUB DATE
91
30p.; In: Indian Nations At Risk Task Force
NOTE
Commissioned Papers. See RC 018 612.
Information Analyses (070)
PUB TYPE
MF01/PCO2 Plus Postage.
EDRS PRICE
*American Indian Education; *Curriculum Development;
DESCRIPTORS
Curriculum Problems; *Educational Objectives,
*Educational Strategies; Elementary Secondary
Education; *Multicultural Education; *Social Studies;
Teaching Methods
ABSTRACT
Although the social studies curriculum is ambiguous,
controversial, and value-laden, the goal of self-determination
demands that Native students acquire certain knowledge and skills in
this curriculum area. Of particular interest to Native education are
social studies encompassing gloLal education, multicultural
education, ethnic studies, and cultural studies. Challenges faced by
social studies curricula include inaccurate and biased textbooks,
development of active ad relevant teaching methods, and development
of curriculum for and about all students. Social studies may be
taught to satisfy a variety of purposes: transmission of traditional
American citizenship values; personal development; development of
critical and reflective thinking skills; social science education;
and development of skills needed for rational decision-making and
social action. This last objective has great significance for Native
education since such skills would prepare students to deal
effectively and responsibly with Native issues. Recommendations
relate to curriculum content, national commissions on social studies
and Native studies, a national Native curriculum clearinghouse,
funding, and coordination among professional organIzations. An
outline is presented of specific desired cbjectives for mastery of
social studies knowledge and skills, experience outcomes, values
outcomes, and attitudinal outcomes. The development of these outcomes
into course content and a K-12 scope and sequence for units of study
is discussed. Also discussed are classroom environment, Native
learning styles, teaching methods, student grouping, instructional
materials, alternative methods of evaluation, and exemplary programs.
This paper contains 38 references. (SV)
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HISTORY AND SOCIAL STUDIES CURRICULA
IN ELEMENTARY AND SECONDARY SCHOOLS
Karen Harvey
U.S. DEPAIITMENT Of EDUCATtON
Office a Educabonal ROMP
Ch an Onegovernent
EDUCATIONAL RESOURCES
INFORMATION
CENTER (ERIC)
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AVAILABLE
BEST COY
History and Social Studies Curricula
in Elementary and Secondary Schools
Karen Harvey
Ultimately, social study is justified in the practice of living,
as individuals, families,
groups, and societies make decisions. To ,he extent that we fail to educate all persons
toward decision-making in these and many related regards,
we reduce our own resources
and endanger our own future.
(National Commission on the Social Studies in the Schools, 1988,p. xi)
Introduction
ing young Native people to be self-determining
citizens is in disheartening disarray. Thus, the
No area of the curriculum is so ambiguous, so
policy of self-determination, and consequently, Na-
confusing, so controversial, and so value-laden as
tive people, can be rightfully considered at risk.
social studies. Scholars, professional organiza-
Recognizing that our children are our future, this
teachers, school administrators, and the
tions,
paper will review the research and literature in the
.
general public generally disagree on the definition,
fields of history and social studies education and
the goals, the purpose, the content, the scope, and
propose new direction and an integrated, multi-
the sequence of history and social science educa-
faceted approach for excellence in social studies
tion. A 1977 publication of the National Council for
education for American Indian and Alaska Native
the Social Studies made the following conclusion:
students.
"One wonders what is left to be said of a field which
uses a loose confederation of separate subjects for
Part One
its content and has little or no agreement regard-
ing its goals and objectives" (O'Neill, 1989). Ap-
For those who wish to influence social studies
parently there has not been, nor is there now, clear
instruction, some background information must be
agreement on what constitutes sound social
presented. In Part One, I will (1) present defini-
studies education for either non-Native or for Na-
tions of social studies, global education, multicul-
tive students.
tural education, and ethnic studies/cultural
However, we do have adequate evidence that
studies; (2) examine challenges faced by social
this curricular confusion has produced students
studies [what, how, and who]; (3) clarify the
who do poorly in social studies education as
relationship between the social studies curriculum
measured by standardized achievement tests and
and cultural studies; (4) discuss the range of pur-
who generally dislike and see little use for this area
poses of social education, presenting rational
of the curriculum.
decision-making and social action as the most
Although the history of social studies education
reasonable purpose for Native students; and (5)
is dismal, and the current status is controversial,
give a broad overview of commonly accepted goals
it is readily apparent that the goal of self-deter-
of social studies education.
mination demands that Native students acquire
certain knowledge and skills derived from history,
Defining the Social Studies
geography, the social science disciplines, and the
humanities. Further, specific values, experiences,
Social Studies
and dispositions that are likely to enable these
In 1985 The National Council for the Social
students to become self-directing, self-sufficient,
Studies and the American Historical Association
self-confident, and responsible tribal, national,
joined together to establish the National Commis-
and global citizens should be embedded in social
sion on the Social Studies in the Schools. They were
studies instruction.
soon joined by the Carnegie Foundation for the
It is reasonable to conclude that the area of the
Advancement of Teaching and the Organization of
curriculum that is primarily responsible for teach-
American Historians. Since the inception of this
3
Indians Nations At Risk: Solutions for the 1990s
organization in 1985, over eighty organizations
having, and doing." According to Bennett, Gibson's
concerned with education have been consulted and
definition has the following advantages:
have offered advice and encouragement to the
Culture and ethnic groups are no longer
work of the Commission. The National Commis
considered the same and diversity within
sion charged the Curriculum Task Force with
ethnic groups is recognized.
defiaing the goals and providing a rationale for the
Schools do not bear the entire burden of
social studies in the schools. The following concise
education because there is a consideration
definition has been used by the Commission and is
of relationships with informal school and
a product of the best minds in the field of history
out-of-school learning.
and social studies education.
Ethnically separate schools are antitheti-
social studies includes history, geog-
...
cal since "tbe development of competence
raphy, government and civics, economics,
in a new culture usually requires intensive
anthropology, sociology and psychology, as
well as subject matter drawn from the
interaction with people who already are
religion, literature and the
humanities
competent."
arts
and social studies combines those
It clarifies the fact that individuals
can be
fields and uses them in a direct way to
multicultural and they need not reject
develop a systematic and interrelated study
their cultural identities to function in a
of people in societies, past and present. (Na-
different cultural milieu.
tional Commission on the Social Studies in
the Schools, 1988)
It avoids divisive dichotomies between the
Native and mainstream culture, and
There are other useful definitions that are im-
portant to consider for they assist in clarifying the
brings about an increased awareness of
curriculum area to be addressed and add substance
multiculturalism as the normal human ex-
to particular considerations as this area relates to
perience.
Native education.
This definition has as its goal the education of
individuals who are able to retain their
own in-
Global Education
dividual and cultural identity and who
are com-
Global education has many goals that are also
petent and comfortable in a multicultural and
claimed by other social studies disoiplines in the
pluralistic society. It also considers pluralism
as
curriculum such as valuing diversity, making con-
"Lormal" and advantageous.
nections, and critical thinking. "What is unique
shout global education is its substantive focus,
Ethnic Studies and Cultural Studies
drawn from a world increasingly characterized by
In 1975, James Banks discussed what he
pluralism, interdependence and change" (Kniep,
believes to be an outdated model of ethnic studies
1986). Kniep further delineates the content of
as being monoethnic, parochial in scope, frag-
global education as dealing with the present and
mented, and structured without careful planning
historical realities that describe and define the
and clear rationales. Such ethnic studies programs
world as a global society including the study of
focused on one specific ethnic group and are usual-
universal human values, global economic, political,
ly initiated when a particular ethnic group is
ecological, and technological systems, and global
present or dominant in the local school population,
issues and problems encompassing peace and
such as schools located on or near reservations.
security, development, environmental, and human
This kind of program does not teach the problems
rights. Global education has created controversy in
and sociological characteristics of other ethnic
some communities. What is significant is that
groups. He concludes that ethnic studies programs
global education is often considered to be
must be conceptualized more broadly and should
synonymous with multicultural education
it is
include information about all of America's diverse
not. Consider the differences carefully.
ethnic groups in order to enable students to
develop valid comparisons and to fully grasp the
Multicultural Education
complexity of ethnicity in American society.
Multkultural education is generally defined by
In order to differentiate between ethnic studies,
its purposes. Christine Bennett (1986) offers this
whether presented as a monoethnic course or
general definition from the work of Margaret Gib-
broader multiethnic courses, and cultural studies
son. Multicultural education is "a process whereby
that are intended to restore and retain tribal lan-
a person develops competencies in multiple sys-
guages, lifeways, and traditions, this paper will use
tems of standards for perceiving, evaluating, be-
the term: ethnic studies and cultural studies inde-
pendently. Cultural studies programs most fre-
Histozy and Social Studies
Karen Harvey
quently have two major parts: (1) teaching of Na-
to teach about historical bias, the impact of unique
tive or tribal history, government, and economics,
personal and cultural perspectives, and how to
and (2) teaching tribal beliefs, values, and tradi-
analyze the assumptions in such seemingly mild,
tions. When cultural studies teach tribal beliefs,
but very insidious statements.
values, and traditions, enculturation to a par-
It is also crucial to consider the devastating and
ticular group is the major goal. Enculturation to a
long-lasting effects on Native students
as well as
particular belief system or lifeway is not ap-
non-Native students that are created by
a cur-
propriate in public schools, but Is important in
riculum that teaches a history of dishonor, defeat,
reservation schools. Ethnic studies do not have
and disfranchisement of Native people. In a multi-
enculturation as the major goal. Ethnic studies
cultural national and global society, an ap-
should be an integral part of the multicultural
propriate curriculum would not only strive for
social studies ;wogram for all students. Each term
historical accuracy but it would also honor, not
denotes a particular and distinctive type of pro-
demean, the lifeways, traditions, and accomplish-
gram about a single ethnic group or multiethnic
ments of Native people.
It has been noted throughout the testimony
groups. Because cultural studies are a part of social
studies education, and so important to Native
received by the Indian Nations At Risk Task Force
people, a later section will explore this relationship
that Native students face tremendous cultural and
more fully.
value conflicts; therefore, a social studies cur-
These basic definitions begin to give direction
riculum that does not acknowledge and teach how
for the creation of a sound history and social
personal, social, cultural, and democratic values
studies curriculum. Before proceeding further, it
influence our common and unique social experien-
would be helpful to examine some of the major
ces will be deficit. Conflicts in values are always
challenges to social studies curriculum and in-
experienced, but too rarely examined. Kelley
struction. It is also significant to consider the
Haney states, "Many Indian children grow up in
population to be addressed
Native students?
traditional environments where the world is
un-
Non-Native students? All students?
derstood in a different way. We must find
ways to
help children from this background live with and
Challenges Faced by Social
keep in touch with their traditions but also live and
succeed in today's world" (Plains Regional Public
Studies Curriculum and
Hearing, 1990, p. 3).
Instruction
Another way of viewing the challenge of' the
curriculum considers the increasing comple..ity of
Both history and social studies curriculum and
today's society, the rapid production of new
instruction encounter significant challenges that
knowledge, and development of technology. Barth
must be noted before addressing the complexity of
reform. The first challenge is related to the content
and Spencer (1990) state that the world of informa-
tion has changed and ask about the message that
what is to be taught? Current
of the curriculum
textbooks and commonly used instructional
this change holds for social studies teachers who
are charged with preparing future citizens.
materials related to American Indians and Alaska
Natives are too frequently inaccurate, in sei sitive,
In today's world Jf exploding informaCon
racist, and based on unacceptable assumptions.
selecting the "top 100" of anything is a futile
For example, implicit in most current textbooks is
effort as the list will change before there is
time to enter it in a computer. The amount
the assumption that the European settlers and the
of information in the world doubles every five
United States government had the moral and legal
years: 850,000 new books are published in
right to dominate a people and a land. Excuses for
the world annually, and one day's issue of
questionable behavior and unacceptable
the New York Times contains more informa-
governmental policy are often cursory, flimsy, and
tion than citizens who lived in the seven-
trite. One major high school text explains, "In the
teenth century would have dealt with in their
1850s (although they never planned it that way)
entire lives (Wurma-a, 1989). The experts in
white men, women, and children began to move
information retrieval tell us that we can
into these areas once reserved for IndIans"
manage only about 5 percent of the available
information. Educational research tells us
(Boorstin & Kelley, 1986, p. 322).
that students at any level retain briefly about
There can be no place in the social studies
10 percent of the content they study. and yet
curriculum for this kind of ethnocentric perspec-
we continue to think that what we need is
tive, or for inaccuracy, myths, excuses, and the
more content. (p. 46)
perpetuation of stereotypes, caricatures, and dis-
It appears that the information explosion
tortions. Further, schools have a moral obligation
demands that not only must we change what con-
3 5
Indians Nations At Risk: Solutions for the 1990s
tent we teach, we must also change how it is
ferent from the majority" (Plains Regional Public
structured.
Hearing, 1990, p. 78). Current pedagogy is not
The second challenge we face is that the history
working well for Native students; it is not of their
and social curriculum cannot ignore instruction
culture. Therefore, we must also meet the chal-
the challenge of pedagogy. How history and social
lenge of integrating sound curriculum with the
studies are taught is as important as what is
particular learning needs and styles of Native stu-
taught. To merely know about the rights and
dents. This has particular implications for initial
responsibilities of' citizenship is no longer suffi-
teather preparation and inservice education
as
well as for educational researchers. William
cient; students must learn the skills and disposi-
tions to be active, involved, informed, reasonable,
Glasser, in a filmstrip for teachers (1978), makes
and courageous citizens
only then will they be
the simple observation that "if it isn't working, stop
self-determining. This goal can only be achieved
doing it!" This simple advice has a powerful
mes-
with active, not passive, instructional strategies
sage for those who are working toward the im-
and through a vigorous, vital, engaging, and
provement of Native education.
relevant approach to social learning.
The third challenge or question is related to
The most frequently mentioned criticisms of
students
to whom should we teach this restruc-
current curriculum and instruction for both Native
tured and relevant curriculum? Rennard Strick-
land in his eloquent testimony for the Plains
and non-Native students that have been identified
in the literature and, most recently, in the tes-
Regional Public Hearing (1990) argues that in an
timony of Native educators and parents are sum-
age of increased technology we should look to the
marized in the following list. For Native and
culture, the values, and the history of a people
non-Native students, current social studies cur-
whose lifeways are rooted in a different age be-
riculum and instruction:
cause it may be a way for our nation to rediscover
that which is good in all of us.
Stresses coverage rather than comprehen-
1.
The experience of America's Native people
sion.
seen from a contemporary perspective can
2. Contains inaccurate content.
offer wide audiences a powerful message
Presents Euro-centric perPpectives.
about cultural persistence and change. As
3.
the world moves toward the 21st century. the
4. Perpetuates stereotypes and racism.
artistic and cultural vision of the Native
5. Lacks relevance to current and/or con-
Americans can help us appreciate the dual
troversial issues.
task of preserving historic values while
building new traditions. It can give us all a
6. Avoids analysis of ethical and moral is-
new perspective
a perspective that grows
sues.
out of the Native American experience over
7. Encourages passive learning.
the past half millennium
an experience
that combines sobering truths with staunch
8. Rewards learning styles of the mainstream
hope that even in the face of devastating
culture.
change it is possible to retain fundamental
For Native students, in addition to the
values of community, of place, and of season.
problems identified above, social studies cur-
(Plains Regional Public Hearing. 1990, p. 7)
riculum and instruction:
Strickland concludes that the study of Native
1. Teaches a history of dishonor and defeat.
philosophy, languages, arts, literature, govern-
ment, and history should be required of students
Forces assimilation.
2.
of Native and non-Native students. To extend his
Diminishes self-esteem.
3.
conclusion, this requirement to incorporate Native
4. Promotes passivity, apathy, and power-
studies into the curriculum of all students should
lessness.
include urban, suburban, rural, and reservation
5. Omits tribal culture, history, government
schools and all grade levels.
In summary, the challenges of social studies
and economics.
curriculum and instruction for Native students
Penalizes divergent learning styles of Na-
6.
require more than simple additions or new courses
tive learners.
or revised content. Small adjustments or good-in-
In considering the particular learning needs of
tentioned tinkering will not suffice. These challen-
Native students, Linda Skinner states, "We need
ges are likely to be met only through fundamental
Indian education to mean using the best of the old
reform in curriculum, instructional materials, and
and new to educate our people whose histories,
teaching strategies. What is currently in practice
cultures, belief systems, and languages are dif-
6
4
History and Social Studies
Karen Harvey
is not sufficient for today's world and tomorrow's
neapolis public schools. The basic assumption that
underlies this approach is that as the self-esteem
self-determining citizens.
of the child improves through the study of his or
Relationship Between the
her own ethnicity, academic achievement will also
improve.
Social Studies Curriculum
In terms of the Afro-centric curriculum, this
and Cultural Studies
assumption is largely untested, but as Faheen
Ashanti, a counseling psychologist at North
In the examination of this significant relation-
Carolina State University states, "... we've got to
ship, it is important to review the controversy that
the point that people are willing to try anything
currently revolves on how schools should teach
now that looks like it might have promise"
more about the contributions of American Indians
(Viadero, 1990). This statement seems to echo the
and Alaska Natives and other racial and ethnic
intensity and urgency of concern of Native people.
groups. As one might expect, what seems fairly
Another school of thought, the traditional ap-
straightforward conceptually is very complicated
proach used to address our diversity, maintains
practically. The need for a revised curriculum is
that the curriculum should stress the com-
real and urgent; the best way to implement such a
monalities of many peoples as well as their dif-
curriculum is unclear.
ferences. The usual way this has been
'No decades after educators and politicians
accomplished is for schools to offer elective courses
began calling on schools to teach more about
in ethnic studies or designate particular periods of
the contributions of blacks, Hispanics, Na-
time for the study of ethnic groups. Traditionally,
tive Americans, and other ethnic and racia;
groups long absent from the curriculum the
for American Indians and Alaska Natives (even in
debate over how best to do that is reaching
reservation schools), this is evident in separate
and sometimes bitter
levels of
new
courses on tribal specific culture or language or a
intensity in schools across the country.
Native studies course in secondary schools. In the
(Viadero, :990)
case of elementary schools, ethnic content or em-
In California, the state school board has
phasis on Native culture is often presented as a
adopted new textbooks that are intended to recog-
unit or an "event" around American Indian Day,
nize cultural diversity. However, these books too
Columbus Day, or Thanksgiving. Schools are likely
have been criticized for perceived shortcomings,
to plan a surge in such studies as the quincenten-
including important omissions,
cultural
ary commemoration of Columbus' arrival on the
stereotypes and misrepresentations of history.
North and Central American continents. James
Currently, much of the major controversy centers
Banks, a noted scholar in the field of multicultural
on efforts to infuse an Afro-centric perspective
education, labels these as the contributions and
throughout the curriculum. The argument
additive approaches (Banks, 1988).
presented by the African American scholar, Molefi
Banks has defined approaches to multicultural
Kete Asante, mirrors that of Native people when
education to include: (1) the additive approach; (2)
he says, "In a sense, the so-called Euro-centric
the contributions approach; (3) the transformation
curriculum commonly used in school is killing our
approach; and (4) the social action approach. His
children, killing their minds" (Viadero, 1990).
definition of the social action approach, wherein
In the same article, Diane Ravitch is quoted as
students make decisions on important social issues
saying, "The real issue on campus and in the class-
and take actions to solve them, fits well with the
room is not whether there will be multiculturalism,
goals that Native educators, parents, and com-
but what kind of multiculturalism will there be?"
munities have for their children.
The range of viewpoints on this problem has been
I propose an integrative model to provide both
expressed in the programs proposed and carried
a multicultural education and reform in social
out by Native educators.
studies curriculum for Native students. This model
One school of thought proposes an ethnocentric
incorporates the recognition that the history of
or separatist curriculum that tells the story of
Native people is the history of this land and
history through the eyes of a particular ethnic
it is not the history of an immigrant or
country
group. The contributions of the group are infused
refugee population, nor the history of a people who
throughout the curriculum in art, music, language
were forced to come to the continent in slavery. The
arts, mathematics, science, and social studies. Ex-
revision which is needed in the history and social
amples of this approach would be in the Afro-
studies curriculum should not advocate a
centric schools in Portland and Milwaukee and in
separatist approach for schools serving primarily
existing Native magnet schools in Buffalo and St.
but a study of the history of the
Native students
Paul and the Native "target" program in Min-
57
Indians Nations At Risk: Solutions for the 1990s
United States of America for all students that
tualized moro broadly and should include informa-
recognizes the people who are indigenous to its
tion about all of America's diverse ethnic groups in
order to enable students to develop valid com-
land. This history tells about Native people, their
lifeways, their contributions, their struggles, their
parisons and to fully grasp the complexity of eth-
accomplishments, their defeats, and their tri-
nicity in American society." As the demographics
umphs. It requires that all students learn about
of the country change, ethnic studies programs are
Native treaty rights and the enduring fight to
likely to proliferate. They are important for the
protect those rights. It demands that students ex-
general social studies program
but they are not
amine moral and ethical issues of the historical
the same as a strong cultural studies program for
Native students. Figure 1 demonstrates the
past and the present. It asks schools to teach all
students about Native people with accuracy and
relationship between a sound social studies cur-
sensitivity, as they were and as they are an in-
riculum, the two components of cultural studies,
tegral part of the heritage and history of this land
and ethnic studies.
and a vital part of the global community.
Purposes of Social Education
This should be the "regular" curriculum and it
is different from specific cultural studies on one's
Those who are charged with developing cur-
tribal history, government, economies, roots, tradi-
riculum, selecting instructional materials, and
tions, and ways of being. Assuming that it is pos-
teaching social studies, unlike teachers in other
sible to provide all students with a sound social
areas of the curriculum, such as mathematics,
studies curriculum (which includes ethnic studies
science, art, music, English, or language arts, must
courses), we must then go beyond this basic cur-
give careful thought to the purpose of social studies
riculum to consider the specific role of cultural
education. It is possible to take any given content,
studies. This is the part that has been ignored in
event, or fact as the vehicle to achieve any one of a
the past and that must be acknowledged for the
number of purposes. For example, it would be
future and is the curriculum that teaches Native
possible to teach the Trail of Tears to:
young people about their own unique tribal history
learn about Oklahoma history and to rein-
what it means to be Navajo, Iro-
and lifeways
force the concept of Manifest Destiny;
quois, Sioux, or Cherokee. It also teaches specific
teach a historical event from the perspec-
tribal government structures, economic issues, and
tive of another group thus providing stu-
social concerns.
dents opporttmities to understand other
When Native people plead for an education that
people;
encourages students to discover and develop their
spirituality, it includes curriculum activities that
study the relationship between the legisla-
promote Native traditions and cultures, and
tive and judicial branches of government
teaches Native languages, they are asking for more
during the Jackson administration;
than an authentic, accurate, and sensitive social
learn how to use primary source material;
studies curriculum. The content of specific cultural
or
studies focuses on reviving and maintaining a par-
learn about historical and contemporary
it is a curriculum of
ticular culture or way oflife
examples of genocide and discuss how in-
enculturation and advocacy for a particular people
dividuals intervened then and how they
or a traditional way.
might intervene or affect such events now.
Teaching about a particular culture can and
should strengthen and add personal meaning,
Each of these teaching strategies reflects an
relevance, and interest to the restructured cur-
approach that is designed to achieve a particular
riculum that is perceived to be necessary for all
purpose; the specific content is the vehicle. The
students. There is a part of cultural studies, in-
instructional and evaluation strategies would also
struction in Native history, government, and
be congruent with the designated purpose. For
economics, that accomplishes these goals, is impor-
example, does the teacher deliver a lecture or use
tant for Native students, and that is a legitimate
a simulation or role play? Are students competi-
component of the social studies curriculum. Most
tive or cooperative? Is learning deductive or induc-
certainly cultural studies can be a part of the social
tive? Do students use a single text or multiple
studies curriculum, but not its entirety.
resources? Do they actively analyze and question
Again, cultural studies should be conceptual-
or passively memorize and recite?
ized apart from an ethnic studies program. Refer-
Roberta Woolever and Kathryn Scott (1988)
ring again to Banks' admonition regarding ethnic
have summarized the major purposes of social
studies, "ethnic studies programs must be concep-
studies education in the following manner, stress-
History and Social Studies
Karen Harvey
ANIIMMIr
social Studies as
Social Science
Education
Social studies as social
science education seeks to
develop in students a deep
and thorough base
of
knowledge in the social
disciplines
science
of
anthropology, economics,
geography, history, political
science, and sociology. The
emphasis is on learning the
structure of the disciplinls
and the scientific methods
of inquiry used by social
scientists. This knowledge
will lead to an under-
standing of culture, history,
time, space, political and so-
Figure 1. Relationship between the Social Studies Curriculum, Ethnic
cial institutions, allocation
Studies, and Cultural Studies.
ofresources, and human be-
havior.
ing that each view holds that the central purpose
of social studies education is to develop good
Social Studies as Rational
citizens. The difference, of course, is in how a good
Decision-Making and Social Action
citizen is defined.
James Banks (1990) states this purpose well.
Social Studies as Citizen
We believe that the social studies should
'fransmission
help students attain the skills needed to
recognize and solve human problems,
Social studies taught as citizen transmission
analyze and clarify values, and make sound.
strives to pass the American cultural heritage onto
reflective decisions that will contribute to the
the next generation, reinforcing the status quo.
perpetuation and improvement of their com-
Students are expected to maintain that tradition,
munities, nation, and world. (pp. 18-19)
be dedicated to the democratic way of life, and
What distinguishes this purpose from the
accept the responsibilities of adult members of th at
others and makes it the best approach for the
society.
education of Native students are the decision-
making and action components. Banks adds that
Social Studies Ls Personal
(1) social science inquiry produces knowledge, but
Development
in decision-making, knowledge is selected, syn-
Social studies as personal development aims to
thesized, and applied; (2) knowledge alone is insuf-
help each student develop to the fullest extent of
ficient for reflective decision-making; and (3) the
his or her social, emotional, physical, and cognitive
identification and clarification of personal and so-
potential and is student-centered rather than sub-
cial values is integral to the decision-making
ject-centered. As a result of this emphasis on
process.
human potential, it is anticipated that society as a
We believe that the most important goal of
whole will improve over time.
the social studies should be to develop reflec-
tive citizen actors. We are using citizen to
Social Studies as Reflective Inquiry
mean a member of a democratic state or
Social studies as reflective inquiry has as its
nation. Citizen actor refers to an individual
emphasis the development of critical and reflective
who makes a deliberate effort to influence his
thinking skills. Students are asked to go beyond
or her political environment, including its
laws, public policies, values, and the dis-
rote learning and become problem-solvers and as-
tute thinkers. Students will be able to ask
tribution of wealth. The activities in which he
penetrating questions, deal with controversy, and
make reasoned evaluations.
Indians Nations At Risk: Solutions for the 1990s
or she participates are citizen action. (Banks,
values, and the history of a people whose lifeways
1990, p. 19)
are rooted in a different age because it may be a way
for our nation to rediscover that which is good in
Returning briefly to the previous discussion on
all of us" (Plains Regional Hearing, 1990, p. 7).
multicultural education, it is important to note at
The goal of self-determination for Native people
this point that multicultural education also has
demands that young people be taught the
differing approaches, which lead to differing out-
knowledge and the skills required for rational,
comes. Christine Sleeter and Carl Grant (1987)
reflective decision-making and citizen action. Stu-
have analyzed current approaches to multicultural
dents who have had this type of multicultural
education and have organized them into the follow-
social education are likely, as social actors, to deal
ing five separate categories.
effectively and responsibly with such issues facing
Teaching the culturally different assimi-
Native people as preserving Native lands, restor-
lates students of color into the cultural
ing hunting and fishing rights, protecting ar-
mainstream and existing social structure
cheological sites, displaying religious artifacts in
by offering transitional bridges within the
.
museums, providing appropriate education for our
existing school program.
young people, developing economic independence,
Human relations helps students of dif-
restoring pride and reviving cultural traditions,
ferent backgrounds get along better and
maintaining healthy families, and conquering sub-
appreciate each other.
stance abuse.
Single group studies fosters cultural
pluralism by teaching courses about the
Goals of Social Education
experiences, contributions, and concerns of
With this clear purpose of social studies taught
distinct ethnic, gender, and social class
as rational decision-making and social action form-
groups.
ing the framework or organizing structure for con-
sidering a multicultural social studies education
Multicultural education promotes cultural
for Native students, it is now possible to examine
pluralism and social equality by reforming
the school program for all students to
and analyze the goals forwarded by various groups
reflect diversity, including school staffing
engaged in the social studies reform movement.
patterns that represent the pluralistic na-
National Commission on the Social
ture of American society; unbiased cur-
Studies in the Schools
ricula that incorporates the contributions
of different social groups; women and the
The National Commission on the Social Studies
handicapped; the affirmation of languages
in the Schools (1988) lists five general goals. The
of non-English-speaking minorities; and
social studies curriculum should enable students
instructional materials that are ap-
to develop:
propriate and relevant for the students
.
civic responsibility and active civic
and which are integrated rather than sup-
participation;
plementary.
perspectives on their own life ex-
-
Education that is multicultural and social
periences so they see themselves
reconstructionist prepares students to
as part of the larger human adven-
challenge social structural inequality and
ture in time and place;
to promote cultural diversity.
a critical understanding of the his-
All but the first approach, teaching the cul-
tory, geography, economic, politi-
turally different, have a place in the curriculum.
cal and social institutions, tradi-
However, it is the last approach, education that is
tions, and values of the United
multicultural and social reconstructionist, that
States as expressed in both their
has great significance for Native education for it
unity and diversity;
extends the concept of citizen action to action that
an understanding of other peoples
challenges social structural inequality and
and the unity and diversity of
promotes cultural diversity. This approach to mul-
world history, geography, institu-
ticultural education must be embedded within the
tions, traditions, and values; and
social studies curriculum, reaffirming the belief
critical attitudes and anplytical
that Native people can assume leadership roles in
perspectives appropriate
challenging social inequaliv and promoting cul-
to
diversity, thus fulfilling Rennard
tural
analysis of the human condition.
Strickland's dream to 'look to the culture, the
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