Abstract
This chapter provides a focused content analysis of the new US history standards taught in eighth and eleventh grades in Texas public schools. The purpose is to assess the extent to which the Texas Essential Knowledge and Skills (TEKS) are accurate, relevant, and objective in their reflection of the diverse multicultural character of Texas and the nation, with particular attention to the representation of women, American Indians, African Americans, and especially Latinos. In those instances that the standards come up short, some recommendations for improvement and modification are made for classroom practice. The analysis also includes selected comparisons with the previous curriculum standards that were in effect for more than a decade.
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Notes
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© 2012 Keith A. Erekson
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Noboa, J. (2012). Names, Numbers, and Narratives. In: Erekson, K.A. (eds) Politics and the History Curriculum. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137008947_7
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DOI: https://doi.org/10.1057/9781137008947_7
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