Abstract
The proliferation of state standards, high-stakes accountability, and mandates stemming from the No Child Left Behind Act have worked to sever social studies from the common experience in many schools and has prompted a myopic interest in low-level declarative knowledge. This paper examines the consequences of NCLB for social studies education and provides a defense through the lenses of the learner, the subject matter, and the values of society, as well as a rationale for entrenching and strengthening the social studies given this formidable challenge.
Recommended Citation
Misco, Thomas
(2005)
"In Response to NCLB: A Case for Retaining the Social Studies,"
Essays in Education: Vol. 15:
Iss.
1, Article 2.
Available at:
https://openriver.winona.edu/eie/vol15/iss1/2
Unique Identifier
WSUEIE2005FAmisco
