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A proposed strategy has teacher candidates create classroom books for K-3 social studies, strengthening content knowledge and pedagogical skills while building enthusiasm for meaningful instruction.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Children’s Books for K-3 Social Studies Curriculum  \nLeah Carruth, Ph.D. Angelo State University  \nCarlos A. Flores, Jr., Ed.D.  \nAngelo State University  \nAbstract  \nDespite its foundational role in Texas education, social studies instruction has declined, with many candidates reporting ineffective teaching experiences and low confidence to teach social studies to their future students. Many districts are now combining social studies instruction with Reading and Language Arts Instruction and not giving any dedicated time to social studies. Social studies often evokes negative reactions from teacher candidates due to its traditional presentation as rote memorization. This perception undermines its potential to foster informed citizenship and critical thinking. To address this, innovative strategies like creating classroom books for student use in the classroom on social studies topics can enhance candidates' content knowledge and pedagogical skills, allowing candidates to deepen their understanding of social studies content while developing materials for future classrooms. This approach of teacher candidates creating classroom books emphasizes the importance of meaningful social studies education. This project aims to transform negative perceptions and foster enthusiasm for teaching this vital subject.  \nKeywords: social studies, book creation, confidence building, literacy  \n\"Social studies is boring!\"  \n\"Please let me teach anything else.\"\"It is just a bunch of dates and names—how can anyone remember all that?\"  \nSound familiar? These can be common complaints among EC-6 and 4-8 Generalist  \nteacher candidates in Social Studies Methods courses, often accompanied by an audible sigh of dread. While social studies isone of five content areas EC-6 and 4-8 Generalist teacher candidates are required to test on to receive a teacher certification, it continues to be an area where teacher  \nTexas Association for Literacy Education Yearbook, Volume 12: Tall City TALE: Inspiring Literacy Everywhere  \n©2025 Texas Association for Literacy Education  \nISSN: 2374-0590 online  \ncandidates struggle to pass. Each semester, anew group enters the course, many wishing they could be anywhere else. But why does social studies evoke such a strong negative reaction? More than likely, it is partially based on how teacher candidates were taught when they were in school.  \nSocial studies can be one of the most engaging and meaningful subjects in the curriculum. Unfortunately, it can have a reputation for not being taught well. When presented as a list of names and dates to memorize, it is no wonder it can feel disconnected from real life. Strong social studies instruction is crucial—not only for academic development, but for preparing young learners to become thoughtful, informed citizens.  \nUnfortunately, the teaching of social studies in elementary classrooms has been on the decline in recent years, as it is now being taught within other disciplines, such as Reading, Language Arts, and may not have its own dedicated time (Pace, 2012; Haverback, 2017) . Although social studies is required to be taught in all grade levels K-12 in Texas, it may be pushed aside for other subjects. According to a 2018 survey, elementary teachers spent an average of 16 minutes a day on social studies content, compared to 89 minutes in Reading Language Arts, 57 minutes in math, and just 18 minutes in science instruction (Schwartz, 2024) . As a direct comparison, according to Perie, Baker, and Bobbitt (1997), social studies was taught for an average of 2.9 hours per week across first through fourth grade classrooms.  \nChallenges in Providing Quality Social Studies Instruction  \nSocial studies is foundational for all Texas students, beginning in prekindergarten. According to the Texas Prekindergarten  \nGuidelines (Texas Education Agency, 2022), students as young as four learn about identity, community roles, basic needs, geography, and ","cbCaia3B1VX46b91","https://ap.wps.com/l/cbCaia3B1VX46b91","pdf",960557,"English","# Abstract\n# Social studies challenges for teacher candidates\n## Declining dedicated time and instructional approaches\n# Challenges in providing quality social studies instruction\n## Prekindergarten guidelines and continuity with TEKS\n## Integration into ELAR and impacts on preparation","[{\"question\":\"Why do teacher candidates often view social studies negatively in methods courses?\",\"answer\":\"Many complaints stem from social studies being taught as rote memorization of dates and names, which feels disconnected from real life and undermines engagement.\"},{\"question\":\"How does instructional time for social studies compare with other subjects in elementary settings?\",\"answer\":\"A cited 2018 survey reports elementary teachers spent about 16 minutes per day on social studies, compared with 89 minutes on Reading/Language Arts, 57 minutes on math, and 18 minutes on science.\"},{\"question\":\"What approach does the project propose to improve social studies teaching preparation?\",\"answer\":\"The project emphasizes creating classroom books for student use in K-3 social studies topics, helping candidates deepen content understanding and develop materials and confidence for future classrooms.\"}]","History inAction: Creating Children’s Books for K-3 Social Studies Curriculum - Chapter 2 - Overview | PDF",1792042866]