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dc.contributor.authorGordon, Robert
dc.date2021-11-25T13:34:16.000
dc.date.accessioned2021-11-26T11:35:42Z
dc.date.available2021-11-26T11:35:42Z
dc.date.issued2007-01-01T00:00:00-08:00
dc.identifierfss_papers/1399
dc.identifier.contextkey1723716
dc.identifier.urihttp://hdl.handle.net/20.500.13051/618
dc.description.abstractThe modest aim of this piece is to supply some historical background to the other contributions to this Symposium. The modern American law school curriculum is the product of a few but critical choices of design, some of them over a century old. In this Article, I seek to (1) outline how the basic structure and content of the modern American law school curriculum came into being and what were the main competitors that curriculum displaced; (2) describe some of the ways in which the curriculum's basic structure and content have changed since its inception; and (3) point to some of the main sources and motors of change.
dc.titleThe Geologic Strata of the Law School Curriculum
dc.source.journaltitleFaculty Scholarship Series
refterms.dateFOA2021-11-26T11:35:42Z
dc.identifier.legacycoverpagehttps://digitalcommons.law.yale.edu/fss_papers/1399
dc.identifier.legacyfulltexthttps://digitalcommons.law.yale.edu/cgi/viewcontent.cgi?article=2400&context=fss_papers&unstamped=1


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