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Connecting the Past to the Present in the Middle-Level Classroom: A Comparative Case Study.
- Source :
- Theory & Research in Social Education; Jan-Mar2014, Vol. 42 Issue 1, p65-95, 31p
- Publication Year :
- 2014
-
Abstract
- 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. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00933104
- Volume :
- 42
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- Theory & Research in Social Education
- Publication Type :
- Academic Journal
- Accession number :
- 94723600
- Full Text :
- https://doi.org/10.1080/00933104.2013.860068