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, Sara Atkinson. Daily lessons and classroom teacher-student interactions are described in detail as Atkinson 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. (These three questions constitute what is known as the K-W-L questionnaire.) Findings suggested that Atkinson appeared to be successful at reaching her curriculum and teaching goals that included helping students: (1) learn and understand the struggle, mistakes, and eventual triumphs of the colonists prior to and during the war period; (2) understand the nature of the democratic process (the debate over the ratification of the United States Constitution); (3) see historical events from different points of view; and (4) realize that historical knowledge can be used as a tool for problem solving and decision making. Sixteen appendices include the structured teacher interview protocol, the K-W-L sheet, the pre- and post-unit student interview protocols, tables of student data, tests, and related print material. (Author/LBG)