International Assembly of the National Council for the Social Studies
Abstract
The authors argue that the narrowing of the K-12 curriculum in the past twenty years has changed the relationship between K-12 schoolteachers and the community. Using an ecological perspective as the theoretical lens, the article describes these changes as well as an effort by an economic development organization in Indiana to help rebuild those relationships through an experiential learning professional development activity. The article also includes sample teacher developed work plans for teaching economic concepts and skills through community based experiences
