Inequity in education through the lens of Social Studies Curriculum using Studies Weekly

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.