Despite the founding of the modern social studies curriculum nearly a century ago based on John Dewey's pragmatism philosophy, the field has never achieved a significant and broad implementation of his ideas. Dewey's instrumentalism offers social studies educators a tool for addressing vexing problems such as whether they should design classroom experiences using a traditional or a social studies approach to learning history, the role of digital technologies, the purpose and challenges of younger learners working with an expanding horizons curriculum, and many more. At the same time, Dewey's time-tested theories describe how students use the social studies curriculum to make meaning as well as provide teachers a blueprint for implementing engaging and interactive lessons. We have neglected Dewey, which has led to confusion, student disinterest, and widespread teaching methodologies contrary to theoretical and research best practices. Revisiting Dewey provides the why and how of what we do, an ideal for creating a challenging and rigorous social studies curriculum while engaging students' interests.

Since the passage of the No Child Left Behind Act of 2001, high-stakes testing has become a ubiquitous feature of public school children's daily rituals. Reform advocates argue that testing leads to greater alignment of the curriculum with teaching and learning, teacher and student accountability, and in some cases, a preservation of our cultural heritage. Opponents contend that testing results in prolific cheating, higher drop-out rates, and a narrowing curriculum with emphases on teaching to the test. Moreover, some evidence suggests that a singular focus on passing the test at all costs leads to neglect in other areas including attending to students' spiritual and ethical needs as well as developing abilities to collaborate with others, communicate effectively, and innovatively solve problems. Nearly a century ago, Dewey proposed a philosophy of education addressing the needs of the whole student. He provided insights into the development of intelligence, the importance of socially useful skills, and the healthy growth of the individual. In the context of high-stakes testing and best practices, his insights may be more prescient than ever.

Since the passage of the No Child Left Behind Act of 2001, high-stakes testing has become a ubiquitous feature of public school children's daily rituals. Reform advocates argue that testing leads to greater alignment of the curriculum with teaching and learning, teacher and student accountability, and in some cases, a preservation of our cultural heritage. Opponents contend that testing results in prolific cheating, higher drop-out rates, and a narrowing curriculum with emphases on teaching to the test. Moreover, some evidence suggests that a singular focus on passing the test at all costs leads to neglect in other areas including attending to students' spiritual and ethical needs as well as developing abilities to collaborate with others, communicate effectively, and innovatively solve problems. Nearly a century ago, Dewey proposed a philosophy of education addressing the needs of the whole student. He provided insights into the development of intelligence, the importance of socially useful skills, and the healthy growth of the individual. In the context of high-stakes testing and best practices, his insights may be more prescient than ever.

Despite the founding of the modern social studies curriculum nearly a century ago based on John Dewey's pragmatism philosophy, the field has never achieved a significant and broad implementation of his ideas. Dewey's instrumentalism offers social studies educators a tool for addressing vexing problems such as whether they should design classroom experiences using a traditional or a social studies approach to learning history, the role of digital technologies, the purpose and challenges of younger learners working with an expanding horizons curriculum, and many more. At the same time, Dewey's time-tested theories describe how students use the social studies curriculum to make meaning as well as provide teachers a blueprint for implementing engaging and interactive lessons. We have neglected Dewey, which has led to confusion, student disinterest, and widespread teaching methodologies contrary to theoretical and research best practices. Revisiting Dewey provides the why and how of what we do, an ideal for creating a challenging and rigorous social studies curriculum while engaging students' interests.