Preserving Elementary Social Studies Through Integrated Instruction

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dc.contributor.author Sweeney, Meryl
dc.date.accessioned 2011-10-03T21:59:39Z
dc.date.available 2011-10-03T21:59:39Z
dc.date.issued 2011-06-15
dc.identifier.uri http://hdl.handle.net/1803/4932
dc.description Teaching and Learning Department capstone project en_US
dc.description.abstract The goal of this project is to evaluate the merits of implementing integrated instruction at the elementary level. A particular focus is the use of social studies concepts to organize integrated instruction around significant problems or issues. This is considered as a valuable instructional approach for combatting the marginalization of social studies and other non-tested subjects in elementary classrooms due to the pressures of No Child Left Behind.This investigation includes a description of concept-based integrated instruction,an examination of elementary social studies in the current educational climate, and a discussion of the benefits that integrated instruction affords students and teachers. An integrated fifth grade unit on immigration, "Coming to America", helps serve to bring the discussion of integrated instruction from the theoretical to the practical. en_US
dc.language.iso en_US en_US
dc.publisher Vanderbilt University. Peabody College en_US
dc.subject Integrated elementary instruction en_US
dc.subject Social studies concepts en_US
dc.subject.lcsh Curriculum planning en_US
dc.subject.lcsh Interdisciplinary approach in education en_US
dc.subject.lcsh Social sciences -- Study and teaching -- United States -- Curricula en_US
dc.title Preserving Elementary Social Studies Through Integrated Instruction en_US
dc.type Capstone en_US
dc.description.college Peabody College of Education and Human Development en_US
dc.description.department Department of Teaching and Learning en_US

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