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
Mode of Inquiry in the Study
Philosophical Inquiry-Ampliative Criticism, Historical Inquiry, Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study
Content Selection and Organization, Social Studies
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