Teaching Literacy through Social Studies under No Child Left Behind

Abstract

High stakes accountability has intensified the marginalization of social studies in public schools. A popular response to the dilemma between raising achievement in English Language Arts and preserving social studies is to integrate the two subjects. This qualitative case study analyzes instruction in a fifth grade urban classroom where the teacher used U.S. history lessons to teach literacy skills and strategies. I conducted weekly classroom observations over a semester: interviewed the teacher, students, and administrators; and collected pertinent documents. Although two-and-a-haļf hours were devoted to social studies each week, I found that lessons revolved around literacy training based on reading passages from the textbook. These lessons became increasingly routine, distancing students from history rather than supporting their understanding of it. The teacher’s practice was influenced by standardized testing and professional development. This case study serves as a cautionary tale about the unintended consequences that can result when literacy and social studies are combined with the goal of raising test scores.