The problem with the expanding horizons model for history curricula 

For decades, education writers have commented on the need to revamp the preK-12 history curriculum, especially at the elementary level (e.g., Akenson, 1987; Brophy & Alleman, 2006; Wade, 2002) During this time, the expanding horizons (EH) curriculum has continued to persist as the dominant model for history curricula.  

Formerly called expanding environments, EH has been recognized as the major organizing idea for the elementary social studies curriculum since the late 1930s (LeRiche, 1987). Originating alongside the concept of social studies, this framework changed historical curricula so that instead of following a chronological approach, they follow a student-centered approach. Curricula adhering to the EH framework start with students’ everyday experiences and slowly expand out to examine their local area, their state, the larger country, and lastly, the world. The basic idea is that the child’s understanding develops through a consistently widening set of concentric circles. This gradually expanding horizon of students’ learning was quickly accepted as logical by many educators. The EH framework is not logical, however, if you wish to see students increase their historical knowledge and skill.