Master of Arts (M.A.)
This action thesis consisted of the development of a curriculum rubric that could be used to evaluate and select socially conscious and culturally responsible curriculum in the area of Mexican California (1821-1848) history. Instructors were surveyed, in the form of a questionnaire, for their knowledge on this historical period. Existing textbooks were evaluated for their omission or inclusion of pertinent and relevant factors during this period of time within Mexican California (1821-1848) history lessons. To evaluate the textbooks, a curriculum rubric was developed to closely assess the inclusion of relevant factors of study topics, such as Native Americans, women, government, and California leaders in the years between 1821 through 1848. The results of the project indicated that while textbooks are improving, many continue to provide inaccurate or incomplete information, especially as it relates to the contributions of Mexicans. Since California student demographics have been changing, particularly with Chicano student populations on the rise, the curriculum materials, now more than ever, need to reflect accurate information in order to portray the role and significance of our past Mexican contributions in the development of California. Student academic success correlates highly with the relevance and meanignfulness of subject matter (Hollins, 1996, p. 90). The accurate inclusion of the role Mexicans have played in California could be empowering for all students, but specifically empowering for the student population in California.
Macias, Max G., "The missing link : our Mexican California past, 1821-1848" (2001). Capstone Projects and Theses. 220.