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In the age of accountability, there is increased pressure to deliver high-quality education in a limited time period is greater than ever before. Teachers are often left to struggle with issue of determining what knowledge is necessary, and to what depth it may be explored in the classroom. There is a need for strategies to both incorporate the best forms of historical knowledge and to cope with the increased demands on our teachers. The purpose of this article is to examine the idea of what constitutes 'historical knowledge,' the issues of breadth and depth, and to suggest strategies for history teachers on how to deal with the challenge of finding the 'right' balance between breadth and depth in their history courses. [ABSTRACT FROM AUTHOR]