ABSTRACT
Social studies teaching, learning, curriculum, and assessment are, and have always been, contested. Controlling social studies content is associated with perpetuating or impeding beliefs about the nation's founding, the role of religion, the size and nature of government power, and the efficacy of capitalism. Then came the exclusion of social studies from the federally mandated testing required by the reauthorization of the Elementary and Secondary Education Act, commonly referred to as No Child Left Behind (NCLB). In many states, leaders representing the social studies, the arts, physical education, world languages, and services for English language learners compete for a small pot of professional resources. To require social studies education would provide state policy professionals with leverage for professional development monies to support social studies teachers, K through 12. States and districts would be free to craft policies that ensure a well-balanced social education, rather than one that is so heavily skewed towards science, technology, engineering, and mathematics (STEM) and English.
