The objectives of this study were (1) to develop local-based learning activities in an integrated learning unit entitled "The Legend of Phra Yuen Kantharawichai" for grade 5 students; (2) to compare the student's academic achievement with a criterion of 80%; (3) to compare the students' historical process skills with a criterion of 80%;…

Elementary school students' knowledge of history appears to be at an all-time low as evidenced by the 2010 NAEP scores that indicated only 20% of fourth-grade students scored at the "at least proficient" level in a test of historic knowledge. Many culprits are being blamed for this dismal performance of U. S. students, such as No Child…

This classroom ethnography examines the engagement of fifth-grade children in a year-long study of rights, respect, and responsibility, which culminated in a focused study of tolerance and intolerance organized around literature regarding the Holocaust. A close examination of one teacher's approach to teaching about the Holocaust, the study…

Argues that mental timelines for learning history are analogous to mental mapping for learning geography: both visually represent abstract concepts. Describes the construction of a classroom timeline and activities for fifth- and sixth-grade students that incorporate the use of timelines. Notes reasonable expectations for student progress at this…

Women have always been a part of history, but society has not always recognized their contributions. History textbooks, for example, largely portray women as passive bystanders in the world's events, with fewer than 11 percent of textbook images and references devoted to specific women. A U.S. Congressional Resolution designated March as Women's…

Presents study results of fifth graders' attitudes toward history. Includes interviews with the student subjects concerning what they know about history, what they want to know, and reasons to study history. Concludes that fifth graders are interested in history and familiar with the past but vague on the interpretive nature of history. (DK)

This study assessed the influence of emphasizing historical investigation with fifth graders through documentation of classroom activities and students' analysis of historical documents and images before and after the design experiment. Data suggested that the investigative approach holds promise for teaching fifth graders how to analyze…

Because students should not only know stories about the past, but also understand the interpretive nature of historians' work, this study sought to discover whether instruction can develop elementary students' ability to engage in some aspects of historical interpretation. The study focused on fifth grade students. The research consisted of direct…

Prior to their first curriculum unit (on history and the work of historians) in an American history course, three classes of fifth graders stated what they knew (or thought was true) about history and what they wanted to learn about it. After the unit, they reported what they had learned. In addition, a stratified sample of 10 students was…

This study examines the historical understanding of 22 fourth-graders and 11 fifth-grade students in two classrooms in a suburban community near Cincinnati (Ohio). The classes were homogeneous racially, with no students of Hispanic, African-American, Asian, or Pacific Island descent in either class. The school reflects primarily middle and…

Focuses on the content and presentation of instructional sequences on the American Revolution in four commercial fifth-grade social studies textbook series. Discusses problems with content, learning objectives, background, and explanation. (FMW)

The present study tried to find out whether Saudi history textbooks for grades 4-12 contain global themes, in which grade levels global themes are introduced, the percentage of global themes, local history themes and Islamic history themes, and which global history themes are taught. A checklist of global history themes was developed. Those are:…

Describes a project whereby preservice teachers and young adolescents collaborate to interview local citizens who experienced life during World War II. Details the project stages including learning through oral history, preparing, interviewing, writing, celebrating, and evaluating. Notes how the project increased student interest in history and…