A Critical Review of the Integrated Social Studies Curriculum - Focusing on the Reconfiguration of the Historical Strand -

This study critically examines the current structure and limitations of the Integrated Social Studies curriculum in Korean high schools in light of its original intent and educational goals. With the introduction of the 2028 College Scholastic Ability Test, the study serves as a preliminary inquiry into whether the Integrated Social Studies subject maintains appropriate status and a coherent content framework. The primary aim is to analyze how the historical domain has been marginalized in the curriculum-making process and to propose concrete measures for reforming the curriculum. Though originally designed to foster integrative thinking and civic competency, the subject has ultimately become a mechanical amalgamation of disciplinary areas, particularly decontextualizing the historical domain. An analysis of the 2028 College Scholastic Ability Test sample questions reveals that history plays a peripheral, supplementary role, limited to providing historical sources without deeper integration.To address these issues, the study proposes two strategies for restructuring the Integrated Social Studies curriculum. First, it advocates a chemically integrative approach that centers temporal awareness as the core axis of integration. This approach enables students to connect the context and transformation of social phenomena through historical perspectives. Second, the study recommends a stepwise integration strategy based on interdisciplinary connections between closely related subject areas, such as history and geography, or civics and ethics. Awareness of these issues led the study to emphasize the need to substantially strengthen the history domain within the Integrated Social Studies curriculum. The study also calls for restructuring the curriculum based on the integration of time and space. The study explores the possibility of genuinely integrating content. It is hoped that this work will serve as a reference in future discussions about revising the curriculum and contribute to the realization of a well-balanced Integrated Social Studies curriculum.