As I set out in my last post, substantive knowledge concerns knowledge of the past, and in history curriculum theory can generally be seen as the counterpart of disciplinary knowledge, which involves knowledge of the discipline. Over the last few decades, however, substantive knowledge has generally played second-fiddle to disciplinary knowledge in models of progression, […]http://clioetcetera.com/2017/03/21/what-sorts-of-substantive-knowledge-are-needed-to-get-better-at-history