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ERIC Number: EJ1022511
Record Type: Journal
Publication Date: 2014
Pages: 31
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-0093-3104
Connecting the Past to the Present in the Middle-Level Classroom: A Comparative Case Study
Brooks, Sarah
Theory and Research in Social Education, v42 n1 p65-95 2014
This comparative case study examines the manner in which 2 middle-level social studies teachers established connections between the past and the present within their curriculums. The teachers who participated in this project worked in different school districts: one teaching a 7th-grade U.S. History curriculum and the other teaching a 6th-grade Global Studies curriculum. Data were obtained through classroom observations, teacher interviews, and the collection of instructional artifacts. This study employed a conceptualization of a history curriculum for democratic citizenship as the framework for critique of each of the past/present connections made by the participating teachers. Analysis of the data explored how some forms of past/present connections enabled students to use their understanding of the past to apprehend and act for the common good in the present, while others fell short of this ultimate goal.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Middle Schools; Grade 6; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A