Case+Studies

**Case Studies**

Social Studies
 * Content **


 * Grade Level **

This can be used at the middle school, high school, undergraduate or graduate levels


 * Curriculum Standards **

For this page, I will use the eighth grade standards.

SS.O.8.1.3 argue the effectiveness of selected public policies and citizen behaviors.

SS.O.8.1.5 organize and provide examples of multiple points of view about selected public issues and evaluate the influence of diverse forms of public opinion on the development of public policy and decision-making.

SS.O.8.1.7 identify, analyze, evaluate and interpret sources and examples of the responsibilities, privileges and rights of citizens.

Case studies enable readers to examine events and issues. Case studies are short stories in involves decision making and differences in opinions. They are used to determine the causes, effects and solutions. They allow readers to read the information and analyze the scenario. Case studies can be hypothetical, real or make believe.
 * Description of Practices **
 * Case Studies can also be used in reading and science. For this purpose, I will describe social studies case studies.

__Step 1: If you are creating the case study yourself__ a. Overview of a problem or issue b. Description of facts -- Things to remember when creating/examining a preexisting case study… the decision is sometimes left unsaid. The decision is left unmentioned so that readers can form their own opinions __OR__ __Step 1: If you are using a pre-existing case study__ a. give students the case study b. Tell students to read the study

__Step 2:__ Identify and analyze the facts. (Decide what facts are most important and why) __Step 3:__ 1. What is the problem/ what caused the problem to occur 2. How was it resolved/ was it resolved? 3. Was the resolution legal/why or why not


 * Implementation Considerations **

Case studies can be used in many different environments. It can be used in a small group, whole group or individual setting. In a self-contained classroom, a teacher can ask the students the case study questions. In a co-teaching classroom this can be used in many ways.

In a one-teach one observe classroom one teacher could ask the students the questions while the other teacher walks around and observes the student reactions.

If the classroom uses the alternative co-teaching model, the two teachers could each take groups of their own. The one teacher could have the students individual read and answer the case study questions. Whereas, the other teacher could take a smaller group of students who may need additional enrichment and help them to read the case study and locate facts.

If the teachers would like to use the parallel co-teaching model, the teachers could split the classroom in half and each ask and discuss the case study. Each teacher would have their own group of students to monitor and have a discussion with.

Case studies can also be used during stations. For instance, there could be a station where the students find the facts in the case study. The next station, the students could think of other solutions for the case study. At the next station, they could form and prove their own opinions of the case. At another station, the students could write their own case study. At another station, the students could read another case study with an opposing point of view. At another station, the students could determine text to text, text to self and text to world connections. They could determine how this cause study is relevant to their life. The stations could involve a teacher or run without teacher assistance.

Case Studies could also be implemented when using the team teaching method. The teachers could take turns engaging the students in a classroom discussion.


 * Example **

This link below shows

Christensen, C. R., Garvin, D. A., and Sweet, A. (eds.) //Education for Judgment: The Artistry of Discussion Leadership//. Boston: 1991.
 * Citation **

Christensen, C. R., and Hansen, A. J. //Teaching and the Case Method//. Boston: 1987.

Boehrer, J., and Linsky, M. “Teaching with Cases: Learning to Question." In M. D. Svinicki (ed.), //The Changing Face of College Teaching//. New Directions for Teaching and Learning, no. 42. San Francisco: Jossey-Bass, 1990.

Dunne, D. and Brooks, K. (2004) //Teaching with Cases // (Halifax, NS: Society for Teaching and Learning in Higher Education),