Case+Studies+Strategies

Case Studies If' 3-5 If' 6-8 INTRODUCTION Case studies are general narrative descriptions of situations and incidents (Kowalski, Weaver, & Henson, 1994). They are particularly useflJl in social studies because they encourage students to explore multiple perspectives, analyze issues, and make decisions, all of which promote higher-level thinking. Case studies provide a picture of an actual or fictional event, either historical or current, which is then analyzed to determine the central problem and propose alternative solutions. Case studies dispel any myths that the social studies curriculum is a march through time or that things just happened. Students are able to see how people do and did make decisions as well as the availability of alternatives. The links to the social studies curriculum are almost limitless. Younger students can examine concrete and familiar issues such as a school recycling program or a hypothetical theft in the classroom. Picture books also provide the content with which to create a case. Older students can analyze Supreme Court cases; school, local, state, and national policy issues; or moral cases. Case studies can be created by the teacher or purchased commercially. PROCEDURAL RECOMMENDATIONS • Determine whether all students will examine tlle same case or work on separate cases. If they are to work on separate cases, be sure that the cases are related to a central theme or issue. Older students could look at specific legal cases. For example, students studying juvenile rights might compare the essential issues and opinions of New Jersey v. TLO (due process) or Bethel School District v. Fraser (freedom of expression) in order to understand the complexity of their own rights and responsibilities as citizens. Intermediate students could examine the case for a school recycling program or the arguments for and against a salad bar in the cafeteria. Younger students could examine one specific case as presented through a picture book. They might examine the character Goldilocks to determine the appropriateness of her c:lt ring the tllree bears' home without tlleir permission. • Provide students the background information on the case. This information can be presented in writing or through a brieflecture. It includes the social studies concepts, topics, or themes that are explored as well as the essential facts and evidence in the case. • Give each student a copy of the case. This should include a narrative description of the incident, event, or situation. Illustrations within a book or created by the teacher help younger students or other early readers. The case should also introduce and fully describe the dilemma or problem. The case states differing positions of the involved parties as well as a solid rationale backing each of the positions. Have students note the positions of each of the individuals or groups introduced in the case as they work to understand each person's or group's point of view, relationship to the case, and expertise. Have students note how the issue presented in the case relates to the topics under study in class. • If necessary and appropriate, encourage students to seek outside information to better understand the case. If they are examining a Supreme Court case, it might help to examine other court decisions. Similarly, if they are examining local environmental issues, it might be helpful to explore how other communities solved similar problems. • Introduce the challenge and the role students are to play in recommending a solution. Students can study the case by themselves or in very small groups. Have them identify with a particular individual presented in the case, asking, for example, "If you were Luis, what would be the main issues of interest? Describe what solution you would propose." • Develop and propose alternative solutions. Students should analyze these solutions for positive and negative consequences. It might be helpful to use the decision tree/decision-making grid presented in Strategy 13. If possible, ask them to decide on one best resolution to the problem. • If students are working in small groups, have them prepare a brief presentation that outlines tl~eir best solution. After all students have presented their solutions, ask the small groups to review their solutions and determine if they would make any changes based on the new information presented. Whether creating a case study or choosing an existing one, teachers should keep in mind the characteristics of quality cases. The following checklist, adapted from Kowalski, Weaver, and Henson (1994), can be used to evaluate case materials. Quality Case Study Checklist 1. Disinformation (i.e., extraneous details that require students to sort through relevant and irrelevant information) should be present in the case. 2. The problem presented should be complex, and there should not be an easy or obvious solution. The problem should, however, be solvable. 3. The problem presented should be real and important to tl1e students. Students rarely become engaged in a case that does not "hook" them. Cases involving juvenile issues have a natural appeal. 4. The case and its central problem should relate to the social studies topic under study. Examining the case should require students to further explore the content, skills, and affective goals of the social studies curriculum. For example, if the class is studying the concept of equality under the law, Supreme Court cases such as Plessyv. Ferguson and Brown v. Board of Education of Topeka) Kansas would provide additional content and context for learning the concept. 5. The high-quality case should have multiple foci. One central issue should be accompanied by several related issues or concepts. For dle example listed in item 4, racism, local control of schools, and economics are related issues. Kowalski, T. J., Weaver, R. A., & Henson, K. T. (1994). Case studies of beginning teachers. New York: Longman. Long, G. P. (1994). Constitutional rights of juveniles and students: Lessons on sixteen Supreme Court cases. Bloomington, IN: Social Studies Development Center, ERIC Clearinghouse for Social Studies/Social Science Education. The issues and cases in..this text relate direcdy to juvenile issues, including freedom of expression (school newspapers) and search and seizure (purses and lockers).