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
Master of Arts
Department of Curriculum and Instruction
Division of Elementary Education
1 PDF file (37 leaves)
©1995 Kay M. Treiber
Treiber, Kay M., "The effect of a time line technique to supplement the teaching of American history in fifth grade" (1995). Graduate Research Papers. 3439.