Using discourse analysis, this article traces the persistence of eugenic ideology through the narrative structures of world history in the California Department of Education's history/social science K-12 framework. This article excavates the hidden depths at which scientific racism has become embedded into the curriculum and asks, "How do…

Sexist ideologies in society are present in school curricula and contribute to children's socialization to gender norms. The problem of women's representation in history curricula is urgent as it contributes to the cycles of marginalization experienced by women. The purpose of this qualitative instrumental single case study was to describe how…

The United States and Brazil were the two largest slave societies in the history of New World slavery, and the legacies of that history remain salient in both nations. Slavery and the slave trade are important topics to be taught in history courses, and future generations need to be given accurate information about the history and legacies of…

Educators at the secondary school level who teach History, or Integrated Social Studies more broadly, may be expected to possess at least some passing knowledge of the Holocaust, the genocide perpetrated against European Jews by Nazi Germany in the 1930s and 1940s. Yet, when it comes to the Pacific War and Japanese war crimes and atrocities…

International revulsion at the violation of human rights during World War II helped spark a global movement to define and protect individual human rights. Starting with the creation of war crimes tribunals after the war, this newfound awareness stimulated a concerted international effort to establish human rights for all, both in periods of war…

In 2008, University of California, San Diego (UCSD) joined the ranks of institutions offering Global Seminars, short-term study abroad programs designed and led by the institution's own faculty. In this model, an instructor teaches two courses in his or her area of expertise and guides students through a city or other location abroad for five…

The importance of content-focused professional development for high school teachers has been widely recognized by educators and legislators. Professionals in education at all levels have long argued for more contacts between secondary and post-secondary instructors as one important way to improve subject matter mastery. In response to this call,…

Given California's role in the Pacific economy, its historic Asian heritage, and the strong and growing presence of Asian communities and businesses in the state, it is imperative that students statewide understand the history of Asia. Unfortunately, the California state curricular framework and standards in history and social science limit the…

We are providing our secondary students with an unbalanced, inaccurate view of world history, this can lead to greater social injustice. The purpose of this paper is two-fold: (1) examine the reasons for and issues with providing a gender balanced view of history in order to lead to a more well rounded illustration of history; and (2) demonstrate…

According to the California Department of Education's Curriculum Framework, the secondary curriculum for grades nine through twelve is geared toward students who are beginning "to develop [an] abstract understanding of historical causality--the often complex patterns of relationships between historical events, their multiple antecedents, and…

Peer review can be a valuable tool in the writing development of high school sophomores. Specifically, this research study explores the use of peer review to improve writing skills and to build content knowledge in a social studies high school classroom through the use of peer interaction. The problem in social studies high school instruction is…

This document outlines ancient civilization teaching models for California sixth graders. It is another response to teachers' requests for practical assistance in implementing the "History-Social Science Framework." Units include: (1) Early Humankind and the Development of Human Societies; (2) The Beginnings of Civilization in the Near…

The state of California has developed model curriculum standards for required high school social studies courses. Included here are the "Introduction" and "Organization and Format" from the history-social science section of the "Model Curriculum Standards: Grades Nine through Twelve," and the standards for the world…

This resource book is designed to assist teachers in implementing California's history-social science framework at the 10th grade level. The models support implementation at the local level and may be used to plan topics and select resources for professional development and preservice education. This document provides a link between the…

The purpose of this literature review and Ex Post Facto descriptive study was to determine which type of benchmark assessment, multiple-choice or project-based, provides the best indication of general success on the history portion of the CST (California Standards Tests). The result of the study indicates that although the project-based benchmark…