Examines how elementary student teachers' composition of historical narratives constructed from primary and secondary source accounts demonstrated their historical thinking. Finds that the student teachers were ill-prepared about the "know what" and "know how" of history. Concludes that when student teachers' overall knowledge of history is…

Contends that empathy is a powerful tool for understanding history. Discusses theories and meanings of historical empathy drawing from previous research on these concepts. Believes that historical empathy engages students in historical inquiry and interpretation and encourages them to think critically about the past. (CMK)