The elementary school CROSSROADS curriculum represents an important part of our work on a seamless k-16 American history curriculum. During the school year 1992-93, elementary, middle school, high school, and college teachers met with project historian Richard B. Bernstein to discuss periods of American history and make preparations to translate these ideas into successful classroom instruction. In the summer of 1993, middle school teachers developed the first curriculum, based on this joint effort. Throughout the school year 1993-94, elementary school teachers met to review the work of the middle school teachers and prepare for curriculum writing in the summer of 1994. The first draft of the elementary school curriculum was field tested during the school year 1994-95 and extensively revised during the summer of 1995.

This elementary curriculum is divided into three parts:

1. A series of lessons for grades K-2 is organized around national holidays and other events often included in primary level instruction. The emphasis is on integrating historical study with language arts; children learn about key elements of American history through children's leterature and a wide variety of activities. Not every unit of Mr. Bernstein's chronological framework is introduced in the primary grades. The lessons are aimed at telling compelling, historical accurate stories which will motivate student learning in future grades.

2. At grade 3 or 4 (individual school districts may decide which grade would be most appropriate), students are introduced to a study of chronological American history by examining units beginning with pre-Columbian Indians and ending with the Civil War and Reconstruction. This curriculum continues to employ literature as an important vehicle to introduce historical information, but also introduces more nonfiction sources and library research.

3. At grade 5, students complete their study of American history begun in an earlier grade by examining six units beginning with America after the Civil War and proceeding to the present. As with the earlier curriculum, additional emphasis is placed on research and nonfictional sources of information.