Using naturalistic, case study methodology, this study explored the cirriculum “meditation” or “gatekeeping” practices (Parker, 1987; Thornron, 1991 respectively) of two fifth-grade teachers who taught their students about the American Revolution period in six-week units. Employing a variety of measures, the study also examined how the fifth graders reconstructed elements of that period following the units. First, this report briefly examines differences in the teachers’ practices to provide teachinglearning contexts, it then turns to student learning. The findings suggest that, despite differences in the way in which the teachers mediated the unit, what and how much the students learned about the content of the units appeared similar. However, following the differential influence of the teachers, one group of students developed a greater appreciation for point of view in history, for the importance of using history as a tool to address present problems, and for the value of democratic attitudes and actions. Implications of the findings are assessed with regard to the viablity of current constructivist theories for teaching and learning U.S. history and the applicability of the gatekeeping metaphor for research in social education.
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