ABSTRACT
The Cambridge Review stated that an overcrowded primary curriculum had eliminated opportunities for activities that involved thought, talk, problem-solving, and meaningful and rewarding in-depth studies, across the curriculum. This chapter explores ways in which investigations that involve history activities can also involve thinking in literacy, mathematics and information and communication technologies and so allow time for thought, talk and problem-solving across these areas. There is also a section on history and art, which a reviewer suggested would be a welcome addition.
