Abstract for Research Paper: After thorough examination, there is sufficient evidence that the representation of minority groups, especially those deeply rooted in the national U.S. history, severely lacks accurate information for the teachers to build their class curriculums around, especially in textbooks and resources. As an unfortunate consequence, this fails to prepare students of diverse backgrounds for adulthood beyond senior graduation. This academic crisis demands more assertion of broader and accurate history lesson plans for teachers to implement safe spaces for the necessary honest conversations. The purpose of this research is to investigate the issue, conduct open discussions, and collect evidence of systematically disenfranchised and underrepresented racial minority groups regarding the disproportionate lack of ethnic studies in the national high school history curriculum.

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