This case study examines the perspectives of a teacher and a set of students in a U.S. history classroom in a "last chance" public New York City high school--with "last chance" being a common term used to describe schools designed for struggling students, those who have a history of truancy, or those who have dropped out. The…

This paper uses classroom observations of two high school social studies teachers' units about the U.S. civil rights movement and interviews with students in each class to explore the relationship between teachers' practices and students' understandings of history. The paper's analysis suggests that, while there is not sufficient evidence to…