Peer reviewedERIC Number: EJ540243
Record Type: Journal
Publication Date: 1997
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0037-7724
EISSN: N/A
Available Date: N/A
Can More Be Less? The Depth-Breadth Dilemma in Teaching American History.
VanSledright, Bruce A.
Social Education, v61 n1 p38-41 Jan 1997
Contrasts two approaches to achieving depth in an 8th grade U.S. history class. One presents a detailed and chronological approach, the other a discipline-based matrix structure with chronological and regional evolutions as a backdrop. Favors stressing major principles and generalizations while focusing in depth on prototypical examples. (MJP)
Descriptors: Cognitive Processes, Colonial History (United States), Course Content, Course Organization, Curriculum Development, Educational Theories, Grade 8, History Instruction, Instructional Development, Instructional Effectiveness, Instructional Innovation, Junior High Schools, Knowledge Level, Social Studies, Teaching Methods, United States History
Publication Type: Reports - Descriptive; Journal Articles
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
