This ERIC Digest examines: (1) research related to the teaching and learning of history in elementary schools; (2) purposes of education in history; and (3) teaching practices to develop interest in and knowledge of history among students in elementary schools. Levstik (1986) stated that social studies educators should apply the techniques of "response to literature research" to history learning and explore the power of narrative in history. Renewed research on children's history learning ability based on schema theory, new trends in Piaget's developmental theory, the narrative approach, or other paradigms may start to provide the knowledge needed to refine and improve teaching practices. For young elementary students, an important purpose of history education is to make the past seem real, and study of the past can be used to illuminate the present. Instructional methods include: (1) using literature to enhance history instruction; (2) utilizing the sounds and images of videotapes, films, and filmstrips; and (3) using special experiences such as field trips, simulations, craft and model-building experiences, National History Day projects, and oral history projects. To aid teachers in history instruction, a list of references and ERIC resources is provided. (SM)