ABSTRACT
If you walked into Kelly McCracken’s rural social studies classroom during a studentdirected investigation it might appear somewhat chaotic. Some of her history students would be taking notes while viewing a documentary in the front corner. Other students would be asking for permission to go to the library. Others would be working on computers together as they analyzed census data and researched statistics. One might be giving a fellow classmate a survey. Several would be deciding how to divide their responsibilities for a project on Native American boarding schools. Another student would be composing interview questions about traditional customs she would ask a tribal elder.
