The creation of a framework for an Iranian history high school syllabus

Iran, known as Persia for thousands of years, has an extremely long, complex, and sophisticated history. Understanding the history of Iran from a global education perspective is critical to the understanding of the world and our interconnections, particularly in relation to current world events.;The purpose of this study is to develop a relevant and culturally proficient syllabus for an Iranian history high school elective course. It is anticipated that this syllabus will provide all students who elect to take such a course the opportunity to gain a more comprehensive understanding of Iranian history taught from a global education perspective. It is also projected that such course offerings would afford interested 2nd and 3rd-generation Iranian Americans the opportunity to be educated about their ancestry and to expand on their historical and cultural identity.;The research questions for this study were (a) To what degree is Iranian history addressed in the California state standards and the secondary curriculum? (b) What are the most important historical contents and timeframes to be addressed in an Iranian history elective course for the secondary level? (c) What are important elements to consider in the development of an Iranian history elective course syllabus for the secondary level?;Study findings revealed that there were no significant references to Iranian history in California State Standards nor in world history texts. The panel of experts identified the last 2500 years of Iranian History to be the most relevant. Finally, the use of the Critical-Thinking Model, Understanding by Design model, and other various thinking strategies were all found to be important elements to consider in the development of the course.;As a result of this study, the author recommends that an additional researcher observe and survey History Social Science teachers in the state of California to determine whether Iranian history is currently being addressed. Second, the author recommends further research be done in 5 years to identify whether Iranian history is being addressed in the curriculum (textbooks and standards). Finally, the author recommends that further research be dedicated to the exploration of the current and future trends of world history.