Document Type


Publication Date

January 2015


State and national initiatives have aligned to compel change in elementary classroom curricula and instructional practice (Council of Chief State School Officers [CCSSO], 2012; National Governors Association Center for Best Practices & Council of Chief State School Officers [NGA & CCSSO], 2010; Partnership for Assessment of Readiness for College and Careers [PARCC], 2012). An increased focus on informational texts and content area literacy are two significant changes intended to both facilitate and integrate historical thinking and historical content. For a subject that has struggled to maintain relevancy in elementary curricula, the social studies has a new, stronger position (Center on Education Policy, 2008; Fallace, Biscoe, & Perry, 2007; Holloway & Chiodo, 2009; National Council for the Social Studies [NCSS], 2010, 2013; Wilton & Bickford, 2012). Scholarship on both the cognition behind, and practical applications of, historical thinking directs teachers of adolescent students and elementary children (Bickford, 2013b; Nokes, 2011; Wineburg, 2001) yet historical thinking cannot emerge without solid curricular resources.