This report examines the biography, elementary school social studies teaching goals, and specific U.S. history-social studies goals and curriculum mediation practices of one fifth-grade teacher, Ramona Palmer. Daily lessons and classroom teacher-student interactions are described in detail as Palmer moved through a 6-week unit on the American Revolution with her fifth graders. Six students were interviewed both before and following the unit to assess what they learned. Additionally, the entire class was asked before the unit to write what they knew and what they still wished to learn about the American Revolution. After the unit, students were asked to write what they had learned. Analysis of the student assessment data and the teaching episodes suggested that Palmer appeared to be successful at reaching her curriculum and teaching goals which included: (1) helping students to learn and understand the chronology, events, persons, and historical details of the American Revolution period; (2) attempting to breathe some life into the content through historical fiction accounts; (3) assisting her students in "internalizing" events of the period through reports and presentations; and (4) teaching her students that knowledge of U.S. history is valuable as an end in itself because it can build an appreciation of "our historical heritage." Fourteen appendices provide the structured teacher interview protocol, pre- and post-unit student interview protocols, analyses of student data in tabular form, references, maps, and tests. (Author/LBG)