Curriculum in the United States is a standardization tool of power that requires critical study. As curriculum continues to evolve to reflect the growing needs of students, parents, teachers, and the nation, educational standards continue to become increasingly stratified across subject matter. This study aimed to study five curricular learning units: Chicago Public Schools’ Reparations Won, Facing History & Ourselves’ Jewish Resistance During the Holocaust, the Pulitzer Center’s 1619 Project’s American Institutions, the College Board’s African-American Studies course, and the Florida State Department of Education’s African American History. Informed by critical race theory and cultural capital theory, this paper leveraged qualitative methods to identify thematic overlap between the studied curriculum. The findings of this paper posit that 1) the voices of marginalized groups are incorporated to create a discursive space in curricula, 2) historical consciousness is an analytical tool indicative of reparative curricula to reinforce students’ learning, and 3) rights are contextualized as both civic and human rights through protection of the legal word and violation committed by institutional entities.