Abstract
As Western history have been an important part of the education of world history, differentiating leaning components for middle-school textbooks and high-school textbooks has been also a significant scholarly subject. This article is not designed to decide which components should be in middle- or high-school textbooks because the arbitrary systematization of leaning components by a scholar violates textbook writers’ autonomy. Accordingly, it is more useful to discuss the standards by which the content of deep learning is constructed at the high-school level and proper learning components are selected. This tentative study focuses on these standards with specific cases which also help realize the goal of the national curriculum and expand learning components at the high-school levels properly.
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