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ERIC Number: EJ1022511
Record Type: Journal
Publication Date: 2014
Pages: 31
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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