Currently, the perceived use of critical theoretical frameworks to shape instruction in public K-12 education is undergoing intense scrutiny in popular and political debate. Chief among such frameworks has been Critical Race Theory (CRT), which, at the time of this writing, has been legally banned or restricted in eighteen states -- with similar efforts having been undertaken in twenty-seven others (Schwartz, 2023). This includes New York State (NYS). Concurrently, critical race theorists of education have called for the intentional use of CRT to construct new pedagogical approaches for education generally (Lynn, 2019), and social studies education specifically (Vickery & Rodriguez, 2022). The purpose of this study was to determine whether or not four official New York State (NYS) social studies education sources should be deemed as constituting a CRT-based approach to implementing U.S. History curriculum. More specifically, this study assessed the extent to which, if at all, CRT perspectives were present within, or advanced by, these curricular materials. These sources include: (1) NYS' official social studies curriculum, the "New York State K-12 Social Studies Framework" (NYSED, 2017); (2) the Buffalo Public Schools (BPS) district's most recently mandated middle school-level U.S. History textbook, "American History: myWorld Interactive" (Davidson et al., 2019); (3) the BPS district's most recently mandated high school-level U.S. History textbook, "American History: Reconstruction to the Present" (HMH, 2018); and (4) the BPS district's elective (but official) high school-level advanced placement U.S. History textbook, "The American Pageant: A History of the American People" (Kennedy & Cohen, 2020). The research questions which were used to guide this study are as follows: 1. Are CRT perspectives present within the analyzed curriculum and curricular materials?; If present, then what are these perspectives?; 2. In what ways, if at all, are CRT perspectives advanced by and within the analyzed curriculum and curricular materials?; and, 3. Overall, can the analyzed curriculum and curricular materials be considered as constituting a CRT approach to U.S. History and social studies education? 4. How, if at all, does the analysis (e.g. the guiding questions, analytic frameworks) constitute a CRT approach to teaching / learning U.S. History and social studies education? To conduct this study, a CRT-based framework for content analysis of U.S. History curriculum was developed and is offered to educational researchers and practitioners for future (content) analyses of U.S. History curriculum. Findings from this study suggest that CRT perspectives are not present within these curricular materials -- and thus, these curricular materials do not constitute a CRT-based approach to U.S. History and social studies education. However, the findings suggest that the analyzed curriculum and curricular materials advance CRT perspectives and demonstrate the validity, appropriateness, and value of intentionally (and explicitly) using CRT to construct and to implement curriculum and instruction for U.S. History education. This study concludes by offering a CRT-based pedagogical approach for the implementation of U.S. History curriculum. Importantly, this is responsive to critical race theorist of education Lynn's (2019) recent call that CRT in educational research change from being stuck in a problem-posing to a problem-solving orientation. Implications are discussed and suggestions for future research are offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]