Abstract
This study examines the benefits of using stories to teach history to fourth- and fifth-grade students. To determine student attitude toward history, students completed a History Affinity scale prior to and after being exposed to one of two teaching methods. Students in the experimental group listened to and participated in oral narratives during their history lesson, while students in the control group received conventional lecture and notetaking instruction. After data analysis and collection, results indicate a significant increase in history affinity in the positive direction for the experimental group with no change in history affinity for the control group. Conducted among 228 students, all attending the same elementary school in southern Indiana, this study speaks to the potential of improving teaching methods throughout the history curriculum through increased use of storytelling methods.
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