Social Studies andthe Yourg Learner vl. 85 no. §, 99-35-17, ‘©2003 National Coun forthe Social Stules, Issues-Centered Social Studies: Issues-centered social studies offers a viable opportunity to promote active citizenship among elementary school children primarily because it is grounded in real-world dilemmas. Issues-centered social studies concentrates on problematic questions that evolve from these real-world dilemmas; questions on which reasonable people disagree. Problematic questions also defy definitive answers; however, some answers are more sound than others.! Therefore, students actively participate in the analysis of multiple perspectives from which they formulate personal opinions and make reasoned decisions about responses to various dilemmas. Precisely because the processes involved with becoming an active citizen are imbedded in real- world dilemmas, an issues-centered social studies curriculum offers students and teachers a medium through which to learn and understand.’ rms CTIVE canst the Classroom cel z009 1S KimIn this article, [ present arguments in favor of using issues centered social studies io promote active citizenship, Talso describe stumbling blocks to this process, including. those encountered by elementary preservice teachers in my social studies methods course. Finally, I offer a challenge to social studies teacher educators that [believe will clear the ‘way for more thought-provoking and meaningful teaching and learning in social studies, Why Include Current issues? ‘One of the primary goals of social studies education is to “help young people develop the ability to make infortwed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an independent world." Although there is no single definition for citizen, descriptions often include the ability (a) to understand the political, economic and social world, (b) to explore, debate and make decisions, and (c) to examine and appreciate mul tiple points of view-! To achieve the goals established for social sindies education, stucents need to study, to under stand, and to appreciate the many points of view that exist ‘turoughout society. An issues-centered approach also has, the potential to promote meaningful leaming in that it moves stuclents away from declarative knowledge (aught in {solation toward conceptual knowledge situate in the reali- ty ofa diverse world. “Issues are the proper focus for social studies because they pose reab-ife problems, raise areas of doubt, motivate reflection, stimulate the need to gain inowledge, and high: light problematic areas of culture.”* Real-vorld connections have the potential to spark students’ interests and to ‘encourage openness to contrary opinions. Common units of study can be transformed into issues-centered units. For example, “Immigration” could become “immigration: Who ‘Should get In and Wiy?" Such an issues-eentered unit ‘could foster active citizenship in many ways. Students might, cexartine the similarities among inunigrant groups and their experiences throughout history by studying, for example, reasons for innmigrating, actions of other Americans, and pressures to assimilate. ‘The raultiple perspectives that such study affords could enable shudents to appreciate the come plexity of immnigyation issues. They might also come to a Dotter understanding of justice and faimess as they make up their own minds about who should be allowed to immigrate into the United States and why Issuescentered social studies can also support citizen. ship education The manner in which children learn to suddross and cope with controversy is comprised, in part, of applying analyses an reasoning to the world in which they live, Issues-centered social stadies provides the opportunity {for children to “become reflective citizens who understand their world, who can make rational decisions, atid who will bbe humane, participating members of society.”> An issues-centered approach is supported by many who advocate democratic citizenship education.® One specific recommendation is that schools “infuse the cunteuluin with decision-making opportunities,” which is an essential part of issues-centered social studies instruction." These carefully planned learning situations, which include substantive 16 ext esseamteyarghonr reflection, should facilitate critical thinking about alterna: tive viewpoints and encourage students to actively engage in their leaning process." To accomplish such instruetional ‘changes, teachers will have to expand their resources beyond the textbook artd traditional published materials in this way, they can increase the knowledge hase students ‘ean draw upon when making decisions Four Stumbiing Blocks ‘The clementary grades are an opportune time to advance tizenship education through issues-centered social stxd- ies, “Even the youngest students know the world is a com- plicated, dynamic, and often messy place where simple- ‘minded prescriptions hold little value." Teachers can take advantage of this awareness as they eonteniplate, design, and implement issues-centared instruction. Yet, there is lit- ie evidence to suggest that elementary teachers are attempting to use issues-centered social studies in such a way. The rezsons for this appear to go beyond an ming 13s to implement such social studies. Three specific stam- bling blocks fall nicely into the educational areas of eurricn- Jum, instruction, and assessment. & fourth stumbling block is related to conceptual understanding. Let's deal with each inturn, “Social studies. is often tanght 2s if there are simple answers to the questions we have about the nature of sock Cty, oF worse, itis tanght without asking those questions for which there are no answers"? Once in college, preservice teachers experience social studies teacher education that often follows a similar “traditional design with content-as the dominant focus." Thus, preservice teachers tend to see social shudies as an isolated collection of disjointed informa. tion. This eycle can perpetuate a social studies currieulurn devoid of recognition, conversation, andor examination of Ideologies that are a necessary part of citizenship education. Social studies tends toe the least favorite subject of K- 12 students, snd these attitudes tend to get worse as sta dents progress through school" A variety of reasons exist for these attitudes, The instructional methods traditionally ‘used in social studies classrooms (for example, lectures and rote memorization) do not motivate students to learn raul. ple perspectives regarding issues of consequence.'* These ‘experiences exhibit powerful socializing forces on preser- vice teachers, who in the endl, are Tikely to teach as they were tamght.!” ‘The traditional approaches to social stidies cusrienlum an instruction lead to a form of assessment that is incon- sistent with the development of students reasoning and ocision-making skills. Assessment.often takes the form of ‘objective tests with single right answers. Such lests perpetur ate the rote memorization of facts rather than eritical think {ng and analysis of altemative perspectives on real-world lemmas, These traditional approaches to curricular, instruction, and assessment in social studies are not consis- ‘ent with many students! complex life experiences, nor do they promote a serious consideration of dilemraas that citi zens regulariy confront. "The preservice teachers in my elemnentaty social studies ‘methods course tend to struggle with understandingmultiple perspectives — a concept essential to both issues- centered social stndies and citizenship education." Near the beginning of each semester, f ask students to read articles, regarding iseues-centered social studies, My goal is to give them a shared experience upon whic to ground a discus- sion of ssues-centered social studies. Tneach class discussion, without exception, the preser- vice teachers agreed that children should recognize, study, and understand “both sides” ofan issue, These teachers emphasized the need for children to debate or argue “both sides” in order to better appreciate others’ opinions as well, ato inform their own. The articles that teachers read and discussed promoted the concept of multiple perspectives as, paramount in issues centered social studies Issues-centered social studics “leads students to..acqnire information from different. perspectives.”"* Perspectives also play an essential role when determining whether to use an issue in class, ‘Teachers should “assess whether or 101 raultiple perspec- tive exist that i, can reasonable arguments be constructed, ‘which reflect opposing viewpoints an the question?” Given my preservice teachers’ frequent use of the term “both,” they appear to interpret “maultiple perspectives” as meaning “two opposing perspectives.” And they are hardpressed to move beyond this polarity. Rising to the Challenge ‘Those of us in teacher education who are interested in addressing citizenship education through issues-centerod social studies are faced with several challenges. Thuee spe- cific challenges are a) to help preservice teachers extically examine and (hen move beyond traditional experiences regarding social studies education, b) to promote multiple perspectives throughout the eumriculum, and ¢) to support preservice and novice teachers’ implementation of nontra ‘tional strategies. The suggestions thal follow are potential strategies that teacher educators might employ in their ‘classrooms Actions speak louder than words. As a result, eacher educators should model as well as talk about strategies con- sistent with issues centered soctal studies. ‘The details sur- rounding the modeling will differ withthe learning environ- sent; however, one suggestion is to provide specific examples of teachers addressing issues with ofementary stu- dents. You Can't Say You Can't Play atnd The Girl with the Brown Crayom provide insighis into kindergarten class- rooms that break from the status quo Social issues such a8 the purpose of resin relation to the common good anc racial equality and tolerance for human differences are Clearly present in these books Another suggestion is (o encourage, challenge, and ‘expect reasoned decisions froin preservice teachers. This decision-making process should include evidence that the preservice teachers explored mullipte perspectives. This process is especially challenging with elementary preservice teachers who often downplay the need for content. know! edge expertise to guide their instraction. ‘Regardless of the sirategies used, Leactier educators need tp share with one another their efforts to promote active ct- izenship via issues-centered social studies—hoth sucresses, and challenges. In this way, we can leam from one another, and siowly but surely make progress in clearing the way or more thought-provoking and meaningful teaching and learn= ing in social studies. & Notes: 1. Ronald, Evans, Fes. Newman, ancl David. Se, "Deting lesbos ‘entered Education hRonac , vans and add W Saxe es, Harel ‘ook an Teaching Soci ssves Washington, DG: Nalonal Courel ter the Social Stes, 1856 25. 2. Jars A. Duplass ard Dana L. Zi, “ed Thinking sna Falacesin Argument.” fie Level Learning 15 Spteribe 2002) 10-18 ‘eh fs That Right? Grtical Thy ana te Sac Waldo the Young -Lesine (Toons, Canada: Pippin Teacher's bray, 200), National Gounci forthe Soil Stucke, Expectations of Exel: Our ‘ilu Starclxas forthe Social Suctes Washington, OC: NOSS, 1984, 4. Cade L Hite, “Democratic Understanding: Groce national Perspectives” Thoay ino Pactco 40,00. 1 BOUT 4-22: §, 6. Gent nd Buse A \Vasietigh, "The Dubious Conacton Clzonchip Eduction a he ‘Soca Stas," Tho Social Suc 7, 0.2 (1906: 68-00;Vlere aka Peng and Ren Gibson *Concopts of rocrazy and Onzensip: ews of ‘can Amarcan Teachar,” The Social Stas 9/2001) 260267. 5. Ronald F Evans, “Teaching Social Ss Impimaring an fsuoe-ren- {ered Curculum’ nk. Way Foss, ec, The Seca Stavios Cros Purpases, Problems, ana Posse lkeny, NY: Sate Univers of Now York, 1967, 20 5. Joseph J Gnosko ard Lee Swenson ‘Desigrngstue nate! Unk Ps.” InRoraGé. Evans and David W, Sate, eds, Handbook an Teactny Soci ‘ssves (Washington, DO: NCS, 1996) 5. Dowty J. Skee, An Stues-cented Elementary Cafeulum a Ronald Evans and Cav W, Save, eds. Handbook on Tesoiny Soca ses ‘iashesion, 06: NESS, 1936), 230-236. 8 Skee 231 8, Wit . Parker, “Eceatng Democrat Cizens A Brod Vi ‘nto Praice 40,1. 1 B004: 613 10, Paras, 11 ‘1 Custne E Ststr and Cat A. Gram, Making Choies fr taateatua Evcaton: Five Appraactes to Fac, Css, and Gencer Ne Yok Miacmiin, 199, 12, Hahn 16 13, Leo R loom and Anna 8. Ochos, "esponcing to Gender Ey the Soca Shues Curiodum” in Byron G. Messales and .F Alen, es. Gasca sues Teaching Soci Stacie K-12 New York: Woda 1906, 207. 14. Cameron Whe, Fareloming Soci Stusios Eaveaton:A Cia Por spactve Sprngflé,L: Chala C. Thomas, 198), 16. 15, Anhur Kis Jefe T. Fouts, and Alen D. Glen, Teaching ano Leamag ‘Soca Shuos New Vote HarierColins, 1992) Tom Hata, Jez ‘Shaughnessy, and A Reasun, “Crests of Attuces Towed Soot St {e5" Theory anu asearen Socal Escalon VO, § (1862) 128. 18 dot Goocad, A Place Cater Schoe! New Yor: MeGeamr Hi, 1885). 17. Dan, Loti, Sheatoachar(Chicage Univesity of Crago Press, 175, 18, Formore deta, 8 Kin E. Koop “it Tro Mo fra Loop! Prosrice Teachers Boactions to sques-sentarod Seca Sucies the Piney Graces” Jouma of Eat Chiead Tezehor Eoyeation 22, 0. 3 200%) 191-408 18, Onosko and Swerson 290 20. Bers, 91 21. Vigan G. Paley, You Cant Say You Gant Pay Camidge, HA Haar, 1822} The Gi with tbe row Crayon (Camividge, MA: Harvard, 127) Treo Kim E, Koeppen is an associate professor in the Department of ‘Toachsr Development at St. Cloud State University in St. Cloud, Minnesota, vstuaotacey 17