Thornton, Stephen J., and Keith C. Barton, "Can History Stand Alone? Drawbacks and Blind Spots of a 'Disciplinary' Curriculum," Teachers College Record, 112(September, 2010) 2471-2495.


Summarizes the array of positions taken on the question of what place and form historical knowledge should have within school curriculum; analyzes the arguments made by various authorities over the last 100 years or more on this question; lays out a basis for gaining some consensus on the matter across conflicting positions.

Broad Topical Focus

Curriculum Development, Organization, Design

Source Discipline


Mode of Inquiry in the Study

Philosophical Inquiry-Ampliative Criticism, Historical Inquiry, Theoretical/Conceptual Inquiry, Integrative Inquiry

Type of Study

Status Study

Narrow Topic

Content Selection and Organization, Social Studies


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