The Study
This study, part of a larger investigation by Jere Brophy, University Distinguished Professor of Teacher Education in the College of Education at Michigan State University, and Bruce VanSledright, of the University of Maryland at College Park, that focused on both teaching and learning history in elementary schools, analyzed students' knowledge and thinking about history topics before and after they studied them. Students in three fifth grade classrooms provided information concerning:

• What they knew or thought they knew about each topic (prior to discussion).
• What they wanted to learn
• What they had learned (following instruction).

Stratified samples of students were interviewed individually before and after a unit was taught, and a year-long study of developments in students' historical knowledge and thinking was conducted.

The Findings
Most fifth graders initially viewed history as a collection of facts about people and events in the past. Elementary children have a general knowledge about "life in the olden days" but have not yet learned much about the history of the nation as a nation; their knowledge is comprised primarily of ideas they have heard or imagined rather than ideas they have developed though personal experience. Students indicated an interest in learning facts, but few "why" questions were raised. Boys focused more on great men and events, girls on family themes and conditions of everyday living. Both genders demonstrated a need to develop better appreciation of the fact that history is not just about famous individuals and events but also about changes in human customs, culture and conditions of everyday life. Although certain confusions and misconceptions did persist and distort learning, accurate information was learned and replaced most erroneous guesses and faulty ideas held before instruction.

What It Means to You
Elementary students are interested in history and capable of constructing meaningful historical understandings even though they are not very skillful at abstract thinking. To assist these students' learn history, teachers may want to help them to:

• See the value of history as preparation for citizenship.
• Develop an understanding that they themselves have personal histories.
• Practice issues-analysis as a component of each unit studied.
• See how the historical context they are studying fits within the broader sweep of human history.
• Gain perspective in making judgments about the past.

History teaching and learning in the elementary schools will be most powerful when curriculum and instruction are meaningful, integrative, value-based, challenging and active.

For More Information
Consult Brophy, J. and VanSledright, B. (1997). Teaching and Learning History in Elementary Schools. New York, New York: Teachers College Press.

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