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ERIC Number: EJ922451
Record Type: Journal
Publication Date: 2011
Pages: 7
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-0037-7996
Teaching History: Strategies for Dealing with Breadth and Depth in the Standards and Accountability Age
Pearcy, Mark; Duplass, James A.
Social Studies, v102 n3 p110-116 2011
In the age of accountability, there is increased pressure to deliver high-quality education in a limited time period is greater than ever before. Teachers are often left to struggle with issue of determining what knowledge is necessary, and to what depth it may be explored in the classroom. There is a need for strategies to both incorporate the best forms of historical knowledge and to cope with the increased demands on our teachers. The purpose of this article is to examine the idea of what constitutes "historical knowledge," the issues of breadth and depth, and to suggest strategies for history teachers on how to deal with the challenge of finding the "right" balance between breadth and depth in their history courses.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A