This three-article dissertation specifically examines one challenging element of teaching history to young children: the representation of historical violence and adversity, using fourth grade curriculum and instruction surrounding the topic of Spanish colonization of California as a case study. This era, known as the Spanish mission period in California, is a violent and controversial historical period that is recommended by California's fourth grade level history/social science standards. The topic provides fertile ground for an in-depth study of how young children are introduced to the violent past in their early academic experiences. The data in the dissertation, drawn from textbooks, classroom instruction, and field trips to historic sites, illustrate ways in which formal education manages to avoid the violence of colonialism, presenting it instead as necessary progress. The third article presents data from an Indigenous (Ohlone) led museum of California colonial history, and presents a case in which educators are able to build a counternarrative to the dominant colonial story. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]