Project Director

Santarelli, Lauren

Department Examiner

Hungenberg, Erin

Department

Dept. of Education

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

This study examines the representation of the Civil Rights Movement within the Studies Weekly elementary social studies curriculum and evaluates its alignment with culturally relevant pedagogy, critical race theory, and civic education frameworks. Through a qualitative content analysis of twelve assessment questions and accompanying lesson materials, the findings reveal consistent patterns of oversimplification, limited historical nuance, and an overreliance on factual recall. Key themes including systemic racism, collective activist, and diverse historical perspectives are minimized or omitted altogether. These omissions contribute to what scholars identify as curriculum bias, where dominant narratives are privileged while marginalized voices are unheard. The results highlighted the need for authentic, inquiry driven social studies instruction that presents complex history accurately, incorporates multiple perspectives, and fosters deep civic understanding. The study underscores the importance of thoughtful curriculum selection and the responsibility of districts to ensure materials both meet standards and reflect historical realities of all communities.

Acknowledgments

I sincerely thank Dr. Lauren Santarelli and Dr. Erin Hungenberg for their guidance, support, and encouragement throughout this research. Your mentorship has been invaluable and greatly contributed to the completion of this thesis.

Degree

B. S.; An honors thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Bachelor of Science.

Date

5-2026

Subject

Civil rights movements--United States--History--20th century--Juvenile literature; Curriculum evaluation--United States; Social sciences--Study and teaching (Elementary)--United States; Textbook bias--United States

Keyword

education; social studies; CRT; Studies Weekly; curriculum, instruction

Discipline

Curriculum and Social Inquiry

Document Type

Theses

Extent

i, 45 leaves

DCMI Type

Text

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by/4.0/

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