The Journal of Social Studies Research ()

Contents lists available at ScienceDirect

The Journal of Social Studies Research

journal homepage: www.elsevier.com/locate/jssr

Book review
T.N. Turner, W.B. Russell, S. Waters; Essentials of elementary social studies, Routledge, New York 2013
Thomas Turner, William Russell, and Stewart Waters' newest elementary methods publication, Essentials of Elementary
Social Studies provides a 21st- century look at the United States elementary social studies classroom. The text is intended for
preservice elementary teachers, current elementary teachers and social studies teacher educators. The authors' use of lesson
plans, focus activities, and self- tests actively engage and inform the reader. The extension activities and resource section
provide the reader with relevant classroom applications. The authors' purpose, using social studies instruction to develop
good citizens for the democratic society in which we live (p. 1), remains clear throughout the entire text.
The book is divided into 12 chapters. While each of the 12 chapters are different, they do have a standard, textbook-style
feel. Each chapter includes a can you and do you section. The can you and do you section allow the reader to selfassess their social studies knowledge. The use of formative assessment at the beginning of each chapter not only helps the
reader assess his or her own content and method knowledge, but also teaches a valuable assessment strategy. The early
formative assessment is paired with a self-test summative assessment at the end of each chapter. The use of assessment by
example is one of the self-teaching methods embedded in the text. The authors include an array of teaching examples
throughout the text by providing vignettes, questions, and organizers. The textbook-style nature of the book would work
well to promote discourse in preservice social studies methods classes.
As the title suggests, the book examines the essentials of the elementary social studies classroom. The authors' choice of
topics gives a holistic approach to the social studies curriculum and classroom environment. The book chapters range from
contemporary social studies to character and citizenship education to interactive teaching techniques. The 12 chapters
center around the national standards laid forth by the National Council for the Social Studies Task Force for elementary
social studies. By aiming for classrooms to enable students to understand, participate in, and make informed decisions
about their world (p.3) this textbook gives examples of activities aligned with National Council for the Social Studies
themes. Furthermore, the text serves as a response to Parker's (2010) statement, (students) not having access to social
studies learning from the earliest levels of schooling is disabling intellectually and socially by helping to prepare elementary teachers to instruct content (p. 4).
The problems approach introduced in the rst chapter is apparent throughout the entire text. The constant questioning
and wondering that stems from the problems approach creates a classroom environment where students become xed on
learning (p. 6). This initial desire to engage in classroom discourse builds the foundation for the social studies classroom and
the text. The questions throughout the text would work well for creating a problems approach social studies methods
course.
The hidden curriculum of social studies is well laid out by the authors. The idea that students are participating in the
class to learn more than dead people, dates and wars is evident from the beginning of the text. Character education,
development of attitudes, values and decision making are all emphasized by the authors. The concept that social studies
class is a time to learn about a personal code of behavior (p. 30) is explained in detail. The authors give a variety of
approaches to teaching the non-standards based social studies curriculum. The emphasis placed on values instruction shows
the importance to preservice teachers. Additionally, the authors suggestions allow for students to create their own character education curriculum.
Furthermore, the authors outline the importance of reading and writing in social studies (p. 121). Social studies classes
cannot take place without these skills (p. 94). The authors explain the success of the social studies classroom depends on the
use of reading and writing skills. Assignments from research papers to economic simulations to dramatic reenactments
require reading and writing skills. Moreover, the growing unity between social studies and language arts because of the
Common Core (p. 121) encourages teachers to embed reading and writing into the classrooms. The authors of the text give a
variety of ideas on how to form this partnership. The merger of literacy and social studies is a valuable skill for preservice
teachers to acquire since they may be faced with little time to teach social studies content.
Additionally, the authors focus on making social studies comprehensible for all student populations. The text includes
specic sections on multicultural social studies instruction, English language learner instruction, and exceptional education
student instruction. While the text has limited information on helping make social studies inclusive for all students, it is
denitely progressive and forward thinking in its inclusion. The Handbook of Research in Social Studies Education (Levstik &
http://dx.doi.org/10.1016/j.jssr.2015.11.002
0885-985X/Copyright & 2015, The International Society for the Social Studies. Published by Elsevier, Inc.

A.B. Southall / The Journal of Social Studies Research ()

Tyson, 2008) has yet to include a chapter on English language learners or exceptional education students. The use of
empowering social studies teaching techniques for a variety of learners is needed in 21st- century classrooms (p. 126).
According to social studies and English language learner scholars, Cruz and Thornton (2009) United States history, frequently the content of elementary social studies, is often the hardest subject matter for recent arrival students due to the
prior knowledge that is implied throughout the course. Dunne and Martell (2013) believe United States history content can
be the hardest area for recent immigrants to achieve success. An inclusion of these references would allow for preservice
teachers to adequately prepare for their future classrooms. Positively, Cummin's (2001) recommendations to include students language, culture, and experiences in the curriculum are seen throughout the section. Furthermore, I would caution
the authors on future publications about listing English language learners and exceptional education students so closely in
the text. Often these two populations are grouped together even though they have completely different learning needs.
The importance of designing and planning for engaging social studies instruction is highlighted in the text. The emphasis
on effective planning and its impact on effective teaching are displayed through charts, graphs, gures, and examples (p. 46).
The distinction made between teacher-developed units and textbook-created units are compared and contrasted. The
authors list the positive and negative qualities to allow the reader to make an informed decision on which approach
matches their classroom personality.
Furthermore, the authors advocate for the inclusion of social studies in the elementary classroom. This echoes Parker's
(2010) plea for social studies to be rooted in the curriculum from the earliest grades. Parker believes that the snowball or
Matthew effect of social studies education is a powerful predictor for future learning (p. 3, 2010). The authors encourage
teachers to avoid only teaching social studies when there is time left over after teaching math, reading and language (p. 2).
Powerful social studies lessons are fundamental in creating effective citizens (p. 3). Preservice and current teachers can both
learn to campaign for time for social studies instruction. Social studies teachers are responsible for preparing students to be
active members of society and solve problems of an interdependent world (p. 5). The authors' call for support of the subject
is needed in a time when social studies content may be disappearing from the elementary classroom (p. 10). The authors
provide talking points for preservice teachers and practitioners alike to use with school and county administrators.
Essentials of Elementary Social Studies would be of benet to preservice elementary education students. While there are
currently other books available to this population of students, Essentials of Elementary Social Studies covers more than just
strategies for teaching social studies concepts like many books competing for university bookshelf space. Current practitioners may see this book more as a resource than a textbook. Many of the ideas expressed by the authors work best for
initial certication teacher candidates.

References
Cummins, J. (2001). Negotiating identities: education for empowerment in a diverse society. Los Angeles, California: California Association for Bilingual
Education.
Cruz, B. T., & Thornton, S. J. (2009). Teaching social studies to English language learners. Philadelphia, PA: Taylor & Francis.
Levstik, L., & Tyson, C. (2008). Handbook of research in social studies education. New York: Routledge.
Martell, C. (2013). Race and histories: examining culturally relevant teaching in the US History classroom. Theory Research in Social Education, 41(1), 6588.
Parker, W. (2010). Social studies today: research and practice. Philadelphia, PA: Taylor & Francis.

Aubrey Brammar Southall 1,2

Georgia State University, Middle Secondary Education, 30 Pryor Street, Atlanta, GA 30303, United States
E-mail addresses: aubrey.southall@gmail.com, abrammar1@student.gsu.edu
20 November 2015

Tel.: 1 912 687 0930.

Aubrey Brammar Southall is a Ph.D. candidate at Georgia State University and has six years of secondary social studies teaching experience in the
metro-Atlanta area. She has instructed middle and high school social studies courses in public and private schools. Currently, Aubrey instructs social studies
methods classes for preservice elementary teachers at Georgia State University.
2