The Relationship between Historical Response and Narrative in a Sixth-Grade Classroom
Bibliographic Data
| ID | 11070955 |
|---|---|
| Authors | Linda S Levstik (University of Kentucky, corresponding author) |
| Year | 1986 |
| Volume | 14 |
| Issue | 1 |
| Pages | 1-19 |
| Publication date | 1986-01-01 |
| Peer Reviewed | Yes |
| 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 | 10.1080/00933104.1986.10505508 |
| OpenAlex | W1997164292 |
| Language | EN |
| Citations received | 27 |
| References cited | 12 |
The relationship between narrative and historical understanding in a literature-based, sixth-grade history program was studied using the techniques of naturalistic inquiry—participant observation, structured and unstructured interviews, and daily observation logs. Analysis of the data indicated that response to history was influenced by teacher manipulation of the classroom context, the children's expressed need to know, their desire to explore the border areas of human experience, and the emotional impact of historical narratives. Children responded to the subjective nature of history as literature, retaining a degree of subjectivity as they investigated historical topics and wrote reports. Children demonstrated strong interest in history that demonstrated the possibilities of human behavior
Archaeology · Art · Context (archaeology · Developmental psychology · Epistemology · Historical Thinking · Literature · Narrative · Narrative inquiry · Naturalism · Naturalistic observation · Pedagogy · Social studies · Subjectivity · Digital Storytelling and Education · Educational Assessment and Pedagogy · Educator Training and Historical Pedagogy · History · Psychology · Social Psychology
ChatGPT-Generated and Student-Written Historical Narratives
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Haciendo historia para el bien común. Entrevista a Linda S. Levstik
Cultivating sprouts of benevolence
Teaching Social Studies with Artifacts
Add Spark and Sizzle to Middle School Social Studies
Integrating Children's Literature and Song into the Social Studies
Narrative Constructions
Teaching Historical Thinking in the Social Studies Methods Course
Is historical thinking unnatural
Tolerance for Diversity of Beliefs
Historical Understanding among Adolescents in a Multicultural Setting
Classroom Teachers' Thinking about Historical Texts
New Directions for Studying Historical Understanding
Primary-Grade Students' Knowledge and Thinking about Food Production and the Origins of Common Foods
Couldn't she just leave?”
Performing History
A Reconceptualized Rationale for Elementary Social Studies
Studying Colonization in Eighth Grade
Primary-Grade Students' Knowledge and Thinking about Native American and Pioneer Homes
From the outside in
A Sociocultural Perspective on Children’s Understanding of Historical Change
Storytelling, Imagination, and Fanciful Elaboration in Children’s Historical Reconstructions
Interdisciplinary Curricula in Middle and High School Classrooms
Primary-Grade Students’ Knowledge and Thinking About the Economics of Meeting Families’ Shelter Needs
Historical narrative and the young reader
Anthropological Research
Anthropological research. The structure of inquiry
Assessing the Relationship between Information Processing Capacity and Historical Understanding
Studies in the Nature and Teaching of History
New Movements in the Study and Teaching of History
Literature as the content of reading
Accumulating History
Criteria for an Ethnographic Approach to Research in Schools
| Unique citing works | 27 |
|---|---|
| Citations per year | 0,73 |
| Citation span | 1989 - 2025 (37) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 27 |