Evaluates elementary students' ideas about Native Americans as revealed by two studies. Illustrates how the students' knowledge of Native Americans progressed from stereotyped images, to realistic and empathetic views, to the loss of information and empathy as new topics were introduced. Reveals that the traditional curriculum reinforced this…

Interviews with fourth graders who had not yet received systematic instruction in U.S. history revealed that these students are interested in the past, concerned about human intentionality and cause-effect relationships, and able to construct coherent narrative accounts of historical events as they understand them. However, they lack an…

In most elementary schools in the United States, students get their first systematic introduction to history as a discipline and to chronological treatment of U.S. history as subject matter in fifth-grade U.S. history courses. To develop information about the knowledge and misconceptions concerning U.S. history that fifth-grade teachers can expect…

Reviews past research on teacher expectations, student motivation, classroom management, and process-outcome research. Discusses the newer trend toward research on teaching for understanding and use of knowledge and its application for curriculum development, particularly in social studies. Contains detailed tables summarizing the author's…

Maintains that three curriculum goals (understanding, appreciation, and life application) lie at the core of constructivist teaching and should guide methods of assessment. Authentic assessment techniques could include the evaluation of students' written positions on important issues, descriptions of what they have learned, and student portfolios.…