Tom Hoffman of Tuttle SVC tries to defend SLA'a Dred Scott project that I recently critiqued. Hoffman attempts the old smoke and mirrors defense by attempting to portray the student's response as "deep understanding" of other stuff. You can be the judge of whether he's succeeded or not. I think he unwittingly proves my point as I indicate in the comments.
Hoffman's argument is another good window into the mind of the progressive educator. Deep understanding has been redefined to mean the amount of understanding you can achieve without knowing much content. To the rest of us, this is superficial understanding. History without historical facts or understanding of those facts. See the way that works?
I hope Hoffman will never try to "get my back" like he did here.