This study explored the teaching practices and attitudes toward history of two fifth-grade teachers who taught their students about the American Revolution in 6-week units. Using case study, interviewing, observations, and student attitudes assessments, the study examined how the fifth graders reconstructed elements of the American Revolution period. Differences in the teachers' practices are examined briefly to establish a context for the teaching-learning environment. The findings suggest that what and how much the students learned about content of the units appeared similar, despite differences in how the teachers mediated the units. One group did develop 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. The study suggests there are implications for those policymakers who must make curricular and content decisions in schools. (EH)