Renewed Focus on Elementary Education
Clare Howard
December 2, 2025
By Destiny Warrior
As a former elementary educator, I am aware of how little professional learning is dedicated to social studies instruction and the multiple pressures placed on teachers to help students achieve academically, usually measured by standardized tests. In many places, this has led to the narrowing of the humanities, social studies, art, and music curricula. While teaching 5th grade social studies and language arts,I painfully remember being called into my principal’s office and being told to stop teaching social studies and focus solely on reading and language arts for a full 9-week quarter to prepare for standardized testing. My students were heartbroken as we discontinued our study of ancient Egypt. I know that my experience echoes that of numerous educators across the country.
Teaching social studies in elementary schools offers well-established academic and social benefits, as shown by ample evidence despite ongoing curriculum narrowing. Fostering critical thinking, civic identity, and understanding of others via dedicated social studies instruction in elementary classrooms also advances broader educational goals, such as vocabulary enhancement and the development of listening, reading, writing, and visual literacy skills.
The National Council of History Education’s History Habits of Mind lessons equip elementary teachers with developmentally appropriate content, centering each lesson on a history habit of mind, a primary or secondary source, a literacy strand, and an engaging instructional strategy. Designed to fit busy classroom schedules, these lessons may be used as standalone resources or integrated into a larger unit plan. Excluding social studies and history from elementary classrooms limits students’ opportunities. The National Council of History Education addresses this by offering freely accessible classroom resources that advance its mission to elevate history education at all levels. The National Council of History Education continues to lead the way in prioritizing the needs and affirming the professionalism of elementary educators.
When I think about my time in the elementary classroom and current work supporting elementary educators across the country, I am thrilled that educators will have resources that are responsive to their needs and those of their students. I am hopeful that as we prioritize elementary learning we will see more students develop a deep passion and understanding for history and other social studies related content areas.
As a former elementary educator, I am aware of how little professional learning is dedicated to social studies instruction and the multiple pressures placed on teachers to help students achieve academically, usually measured by standardized tests. In many places, this has led to the narrowing of the humanities, social studies, art, and music curricula. While teaching 5th grade social studies and language arts,I painfully remember being called into my principal’s office and being told to stop teaching social studies and focus solely on reading and language arts for a full 9-week quarter to prepare for standardized testing. My students were heartbroken as we discontinued our study of ancient Egypt. I know that my experience echoes that of numerous educators across the country.
Teaching social studies in elementary schools offers well-established academic and social benefits, as shown by ample evidence despite ongoing curriculum narrowing. Fostering critical thinking, civic identity, and understanding of others via dedicated social studies instruction in elementary classrooms also advances broader educational goals, such as vocabulary enhancement and the development of listening, reading, writing, and visual literacy skills.
The National Council of History Education’s History Habits of Mind lessons equip elementary teachers with developmentally appropriate content, centering each lesson on a history habit of mind, a primary or secondary source, a literacy strand, and an engaging instructional strategy. Designed to fit busy classroom schedules, these lessons may be used as standalone resources or integrated into a larger unit plan. Excluding social studies and history from elementary classrooms limits students’ opportunities. The National Council of History Education addresses this by offering freely accessible classroom resources that advance its mission to elevate history education at all levels. The National Council of History Education continues to lead the way in prioritizing the needs and affirming the professionalism of elementary educators.
When I think about my time in the elementary classroom and current work supporting elementary educators across the country, I am thrilled that educators will have resources that are responsive to their needs and those of their students. I am hopeful that as we prioritize elementary learning we will see more students develop a deep passion and understanding for history and other social studies related content areas.