The purpose of this paper is to examine the background of the composition of Korean history textbooks in the 6th curriculum and the composition of units of the Joseon Dynasty, and to analyze the descriptions of the Joseon Dynasty reflected in the Korean history textbooks. Korean history, which had been organized and operated as an independent subject until the 5th curriculum, was integrated into the social studies department from the 6th curriculum and revised to the area of Korean history in the social studies department. Despite the basic direction and composition policy of the revision to organize social studies in an integrated form, it was formally integrated into social studies due to the lack of conditions due to the composition and operation of the integrated curriculum. But, in fact, it seems that it was taking the form of an independent subject as a subunit of social studies. In the case of high school history, as in the 5th curriculum, based on the learning of life history and political history in elementary and middle schools, political, social, economic, and culture are understood in more depth in the universality of world history and the specificity of Korean history. In addition, although the standard for the serialization of high school contents is said to be cultural history-oriented, most of the contents described are listed in fragmentary facts without a proper concept of cultural history. In the case of learning materials, photos, pictures, historical materials, maps, and charts are presented in various ways, which are thought to have been useful for effective understanding of the historical content of the textbook, and to promote interest in local culture presented in the 6th curriculum. However, in the case of historical materials, it would not have been easy to confirm historical facts in past records and give historical meaning through social reconstruction at that time. Meanwhile, the 6th National History (Sang) 'Ⅴ'. In the 'Development of Modern Society', the part describing the modern times of the West and the East, which were not in the 5th national history textbook, appears at the beginning. This is also consistent with the nature of the 6th curriculum's national apology, which calls for a deeper understanding of each area in the universality of world history and the specificity of Korean history. However, there is no explanation for the relationship with modern society in Korea, and the concept of modernity is not explained, so it does not organically explain how the period of modernity is connected to individual topics, and it is only given meaning to the period just before modernity. In addition, the description related to the late Joseon Dynasty in the 6th National History Textbook is a major chapter of Korean history (lower). It begins with 'the beginning of modern society'. This is also consistent with the nature of the 6th curriculum's national apology, which calls for a deeper understanding of each area in the universality of world history and the specificity of Korean history. However, this period is a period of 'orientation' as it progresses to modern society, and it has only modern elements, but it is difficult to say that it is exactly modern. The description and content of the 6th curriculum social studies and national history area based on the compilation criteria plan also contain several positive factors. However, in reality, it does not seem to have advanced to the level that will bring about qualitative changes in the operation of the curriculum without deviating significantly from the conventional system.