Fifth-Grade U.S. History
How One Teacher Arranged to Focus on Key Ideas in Depth
Bibliographic Data
| ID | 11070562 |
|---|---|
| Authors | Jere Brophy (Michigan State University, corresponding author) |
| Year | 1992 |
| Volume | 20 |
| Issue | 2 |
| Pages | 141-155 |
| Publication date | 1992-03-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.1992.10505662 |
| OpenAlex | W1971361711 |
| Language | EN |
| Citations received | 3 |
| References cited | 3 |
This article summarizes findings from a detailed study of an exemplary fifth-grade teacher's approach to teaching U.S. history. The teacher's general rationale, goals, and methods are described, and the article focuses examples on a unit on the English colonies that was recorded and analyzed in depth. The teacher's approach is notable for the limits placed on breadth of coverage in order to focus on connected main themes and related basic facts; the use of storytelling, rather than the textbook, as the major source of information to students; the frequent integration of history content with language arts teaching; and the emphasis on significant writing assignments and cooperative learning activities instead of more typical worksheets and tests
Art · Focus (optics · Language arts · Literature · Mathematics education · Narrative · Pedagogy · Social studies · Sociology · Storytelling · Teaching method · Unit (ring theory · Diverse Educational Innovations Studies · Educational Assessment and Pedagogy · Educator Training and Historical Pedagogy · Psychology
| Citations per year | 0.1 |
|---|---|
| Citation span | 1995 - 2002 (8) |
| Highly cited | No |