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ERIC Number: EJ722708
Record Type: Journal
Publication Date: 2005
Pages: 3
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1056-0300
No Child Left Behind...Except in Geography? GeoMath in Arizona Answers a Need
Hinde, Elizabeth R.; Ekiss, Gale Olp
Social Studies and the Young Learner, v18 n2 p27-29 Nov-Dec 2005
It is no secret that language arts and math are the dominant features of the elementary curriculum. This is especially the case in Kindergarten through third grades. In many states, the thrust of the curriculum in the primary grades is on learning to read. After that, it is thought that students will then be able to read to learn. With that philosophy in mind, many elementary teachers and their administrators consider social studies as secondary to language arts and math. They teach social studies if there is time in the day after the subjects included on mandated assessments have been taught. Time and instructional emphasis is placed on those subject areas that are covered on tests. In order to combat the curtailment of social studies (geography in particular) at the elementary level, the Arizona Geographic Alliance has produced innovative programs that teach elementary geography content integrated with the tested content areas of language arts and math. These programs, GeoLiteracy and GeoMath, are described in this article, with special emphasis on GeoMath. (Contains 10 endnotes.)
National Council for the Social Studies, 8555 16th St., #500, Silver Spring, MD 20910. Tel: 301-588-1800.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001