This article provides an inside look at Barbara Knighton's classroom teaching. She uses big ideas to guide her planning and instruction and gives other teachers suggestions for adopting the big idea approach and ways for making the approach easier. This article also represents a "small slice" of a dozen years of collaborative research,…

Reviews "Teaching and Learning in History," calling it more appropriate for people interested in history as a discipline rather than school history imbedded within social studies. The volume provides more for readers examining cognitive science-based novice-expert studies than readers interested in guidelines for history teaching and…

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…