Date of Award


Degree Name

EdD Doctor of Education

Dissertation Committee

Patricia A. Lowry, PhD, Director; James R. Moriarty, III, PhD; Patricia A. Watson, EdD


education, high schools, interdisciplinary research methodology, Shroud of Turin, social studies, teaching unit


In the past decade, numerous educational leaders have been critical of the quality of achievement of the educational system of the United States. Declining scores on standardized tests and the Scholastic Aptitude Test, illiteracy and the inequality of educational opportunities for America's youth were a few of the concerns documented by educational leaders. In an effort to correct some of the existing problems, reform measures have been delineated by various commissions and educational authorities. The use of interdisciplinary curriculum, particularly in Social Studies, was among the suggestions for improving the quality of education. The purpose of this study was to present historical research concerning the Holy Shroud of Turin which could be used to demonstrate the development of an interdisciplinary curriculum approach suitable for use by instructors of secondary level Social Studies. An historical methodology research design was chosen to indicate the techniques utilized in gathering data concerning the Shroud of Turin. Data for the teaching unit concerning the Holy Shroud was acquired from a variety of sources. Public, university and college libraries were contacted for pertinent materials and the investigator's personal library and files also contained materials related to the Holy Shroud. Written and oral communications with renowned sindonologists yielded invaluable information for this study. Individuals whose Religious Orders, had, at one time, housed the Holy Shroud also proved to be valuable sources of information. As a result of this extensive research, an interdisciplinary teaching unit concerning the Holy Shroud of Turin was presented. Further, the techniques, skills, tools, and information necessary for use by educational practitioners who wish to integrate interdisciplinary learning into their classrooms were presented. In conclusion, recommendations were made for consideration by educators as a means of improving the curriculum, particularly in relationship to secondary level Social Studies.

Document Type

Dissertation: Open Access