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  • Content = patchy, sometimes incorrect, vandalized, etc. (On the other hand, often far, far more thorough / current than textbook....)
  • Vehicle for developing students' historical thinking skills (diagram of WP structure and HT-as-applied-epistemology)
  • Opportunity for 'doing' history? For example, I wrote the first version of an entry on a Bethlehem history topic, steelworker Henry Noll.
  • And a short digression into cultural geography

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