Outside-School Experiences that Expanded Subject-Area Content Knowledge

I was fortunate to live in Strasbourg, France following graduation from University.  Years later, I ended up teaching World History at the secondary school level.  As a former resident of Strasbourg, I was immersed in the rich culture and historical significance of the Alsace region.  I spent much of my time walking around the city and surrounding area checking out museums and monuments.  I also had the opportunity to speak with elderly Strasbourg natives that had lived through WWI and WWII.  One conversation in particular has remained etched in my memory.  This particular gentleman lived in the same home his entire life and without ever moving, he said he has been 5 nationalities.  He counted -- German, then French...then German again, and then back to French.  Then he smiled and said, "Now I am European."
Today, the city of Strasbourg is celebrated as a symbol of European peace and stability.  While Brussels is considered a European Union capital, Strasbourg is the headquarters of the EU Parliament building and many other important EU governmental institutions.  It is fascinating to think that in one lifetime, the same region that has been a cause for world wars is now the centerpiece for a peaceful cooperation among many historic foes.  I have always shared this "outside-school-content-area-expanding-experience" to my students when we study WWI and WWII.  I believe they appreciate the non-textbook anecdote that provides more context and texture to their reading assignments.

Response to Class Discussion of Ball's, "The Subject Matter Preparation of Teachers"

It was interesting to hear various viewpoints.  In particular, I observed a few categories of opinions.  Multiple Subject vs. Single Subject and then those with a few years of classroom experience and those without many years.  

In general, I was most curious to hear from Multiple-Subject teachers with little classroom experience.  I sympathize with the daunting thought of having to 'know everything', as required for a Multiple-Subject teacher.  I recall feeling uncomfortable with my level of content knowledge as a Single-Subject teacher -- in spite of the fact that I had a degree in a Social Science.  However, after teaching for a few years, I grew in a comfort level with what I did know, while cognizant that I still know little (relative to everything) but had a desire to keep learning more.  I have continued to increase my content area knowledge by reading, watching films, and through conversations with colleagues, classmates, and professors.  I conclude that there is no simple answer to the questions, "how much content knowledge is enough to be a good teacher?" and, "where can I learn enough to be a good teacher?"  As I shared in the class discussion, the standardized test (CSET) is one way to assess how much a teacher knows... and passing it provided a boost of confidence for what I felt my level of content knowledge is.  However, as I mentioned above, I still know little ... relative to everything.

Status of My "Question", etc.

I am very confident in my question and am moving forward with further research.  I have already set up some preliminary experiential learning experiences in the form of interviews from key people who have been instrumental in the formation of the modern Napa Valley.  I also have contacted colleagues who have experience in this subject who can point me in the right direction for primary and secondary sources.  

***I commented on Alex Iwaszewicz, Jerry Cauchi, and Alana Scott.