Complete 9 pages APA formatted article: Growth and Conflict of the California Public School.

Complete 9 pages APA formatted article: Growth and Conflict of the California Public School. The state’s process for determining its history curriculum was to consult educators in the spirit of Brown v. Board and try to focus on how education is key to equality and civic participation (California Department of Education, 2005, pp. i-10). They use a Goal and Curriculum Strands framework, such as historical, ethical, cultural, geographic, economic and sociopolitical literacy, national identity, constitutional heritage, civics, and participation, critical thinking and study skills (California Department of Education, 2005, p. iii-26).

Unfortunately, while certainly improved, the focus of the curriculum is still not within the recommendations of relevant national organizations (Schlene, 1991). One of the major problems with the eighth grade California curriculum is the redundant curriculum spiraling with the 11th grade. There is currently a debate about how 8th and 11th-grade history should be taught (Schlene, 1991). One camp, represented by the Bradley Commission, argues for teaching up to the Civil War (not until the early twentieth century) in the 8th grade than afterward in the 11th. Another camp, represented by the National Commission on School Studies, recommends some of the same material and timespan with a different focus instead: World view in the 8th grade, a specific and comprehensive focus on American history and geography after the 1900s the eleventh. One could argue for any number of different combinations. For example, The curriculum spiral before the eighth grade emphasizes a lot about the Pilgrims, the Revolution, and Abraham Lincoln (California Department of Education, 2005). The eighth grade could focus on the post-Civil War period, with the eleventh grade being a global review with new skills.

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But the problem is that the California curriculum is none of these things. As Schlene puts it, “However, the reality of most United States history classes today is that each begins with colonialization and continues, in some cases, all the way up to the Great Depression.

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