Graduate Research Papers


Open Access Graduate Research Paper


The effects of nine months of a daily enrichment procedure for teaching American history to fifth grade students were investigated. This enrichment procedure was designed to enhance the historical thinking ability of the experimental group. Historical thinking is defined as using critical thinking skills to make connections between specific events and the time line of history (Booth, 1980). Learners in the treatment group received a daily holistic time line approach to American history followed by the sequential units. The time line approach established the whole picture of history using ten major events which the students use daily to deduce the appropriate placement of the daily event on the time line of history. Students in the control group were taught using the sequential units approach only. An analysis of recall of content learned and historical thinking ability suggested that the daily holistic approach enhanced the ability to think historically.

Year of Submission


Degree Name

Master of Arts


Department of Curriculum and Instruction


Division of Elementary Education

First Advisor

Marvin Heller

Second Advisor

Marcus Yoder


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Date Original


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