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This thesis represents the close personal interest of the writer, one on which she has been reading for six years. The tragic events of the past three years have intensified the belief that if democracy ever overcomes the various "isms" which plague the world it will be because youth, through the schools, has become familiar with the ideals which have democracy birth and has developed a deep appreciation of the labor which enabled it to grow and flower. For this, a knowledge of the history of our country is not enough. Youth must know present problems and have the courage to face and the faith to overcome them. The richness of the California background has a particular appeal. Blending of the romance of Spain, the adventurous wanderlust of the Rocky Mountain men, the imperial dream of a Swiss, the land hunger of the emigrant, and the madness of the gold rush has given us a heritage different from that of any other state. This heritage of blood, combined with one equally rich in natural resources, offers a challenge no social studies teacher can ignore. This thesis consists of three parts: an introduction, a syllabus, and an appendix. The introduction gives the writer's ideas of the aims and objectives of such a course, the kind of room and equipment needed, and methods that should be used. The syllabus has been prepared in the form that would be used in the high schools of Sacramento. Each student would be given a mimeographed copy of each unit and would use it as a work outline. The first six units provide a background upon which the student would build his continued interest in the subject as he developed it in Unit VII. The appendix is a collection of miscellaneous materials to illustrate how the course can be made more interesting. The photographic work in the thesis is by James Stephens, a student in the department of education at the University of California, majoring in visual education at the University of California, majoring in visual education, and Jack Curtis and Parker Gilbert, students at C. K. McClatchy Senior HIgh School.

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The goal of this project was to determine whether using a web-based project incorporating John M. Keller's ARCS model would motivate students to want to learn and explore new ways of learning. California history was taught to fourth grade students, including English as a second language students and Title 1 students, through a website. Lessons incorporated online quizzes, web designing, PowerPoint, Excel and other computer programs.