Abstract

This qualitative research study explores how social studies teachers in one urban Oklahoma school district perceived Common Core State Standards (CCSS) by examining the ways they implemented the new Common Core-based state social studies curriculum standards and exploring the perceived outcomes from new standards and teaching strategies. Through stories and classroom observations, three social studies teachers shared thoughts on the newly adopted curriculum standards, their concerns over testing and other planned assessments, and the activities they do in their social studies classes in order to meet the increased expectations of writing and analysis under Common Core.