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FAIR Act

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FAIR Act

Fair, Accurate, Inclusive, and Respectful

These are required lessons for 4th, 8th, & 11th grades. REMINDER: Notify your site administration as you teach the lessons so they can check it off.

teachers

administrator's

ONLY

ES FAIR Act Checklist (Admin. ONLY)

MS FAIR Act Checklist (Admin. ONLY)

HS FAIR Act Checklist (Admin. ONLY)

FAIR Act, 2012 - Amended Ed Code Section 51204.5

by expanding the language to include more protected groups (LGBT, persons with disabilities)
more clearly defining the groups already listed
Education Code Section 51204.5 now reads:
- “...a study of the role and contributions of both men and women, Native Americans, African Americans, Mexican Americans, Asian Americans, Pacific Islanders, European Americans, lesbian, gay, bisexual, and transgender Americans, persons with disabilities, and members of other ethnic and cultural groups, to the economic, political, and social development of California and the United States of America, with particular emphasis on portraying the role of these groups in contemporary society.”
- (words in bold were added to the law in 2012)
- "...it is up to local districts to determine how the instructional content is included."
In P.S.U.S.D., this will be delivered in grades 4, 8, and 11 with the lessons below. Any additional lessons in the adopted text may be used.

4th grade

Studies Weekly - Elementary School Adoption: TK-5 FAIR Education Act Compliance (with examples) (Link)

While specific examples are given, the FAIR Act is addressed and integrated throughout the program
Focus is on the “contributions” of the listed groups, not on the groups

Required Lessons (BOTH from Studies Weekly)

Week 1, Article 5: "Social Scientist" [Disability Lesson] - after providing the "Article Background Information", use the article image to foster discussion that:
- studies all parts of the person;
- relate image back to history;
- and foster historical empathy;
Week 24, Article 8: "Charley Parkhurst" [LGBTQ+ Lesson] - learn the impact Charley Parkhurst had on California.
- stagecoach driver;
- presented herself as a man during her professional career;
- first woman to vote in California, 1868.

Additional FAIR Act Lessons: NOT REQUIRING Site Administrator Approval (ALL from Studies Weekly)

Week 31, Article 6: The Great Depression and the Dust Bowl - representation of women and men in various vocational roles, representing ethnic and cultural groups.
Week 10: Culture - representation of Native Americans, Mexican Americans, Asian Americans, Pacific Islanders, European Americans.
Week 11: Life in North America Before European Exploration and Colonization - representation of Native Americans, Mexican Americans, Asian Americans, Pacific Islanders, European Americans
Week 12: California American Indian Tribes of the Pacific Coast and Desert Regions - representation of Native Americans, Mexican Americans, Asian Americans, Pacific Islanders, European Americans
Week 32: World War II - representation of Native Americans, Mexican Americans, Asian Americans, Pacific Islanders, European Americans
Week 33: The Quest for Civil Rights - representation of Native Americans, Mexican Americans, Asian Americans, Pacific Islanders, European Americans
Week 33, Article 1: The Quest for Civil Rights in California (Makes specific mention of the LGBTQ+ population in a single sentence) - representation of the LGBTQ+ Community
Week 33, Article 5: Equal Rights for the LGBTQ+ Community - representation of the LGBTQ+ Community
Week 21: Gold Is Discovered in California - the role and contributions of entrepreneurs and labor in development of CA and USA
Week 22, Article 8: How Did the Gold Rush Change Cities in California? - the role and contributions of entrepreneurs and labor in development of CA and USA
Week 5, Article 4: Human-Environment Interaction - discussion of ecology and the environment
Week 6, Article 12: Ecosystems - discussion of ecology and the environment
Week 7: Human-Environment Interaction - discussion of ecology and the environment
Week 35: Water and its Impact on California - discussion of ecology and the environment
Week 10, Article 6: Religion and Beliefs - discussion and representation of religion
Week 12, Article 6: Beliefs and Traditions - discussion and representation of religion
Week 13: California American Indian Tribes of the Mountain, Central Valley, and Delta Regions - discussion and representation of religion
Week 18: Government and Economy of California Under Mexican Rule - impact of the aforementioned groups on economic, political, and social development of California and the United States of America with an emphasis in contemporary society
Week 20: The Mexican-American War and the Bear Flag Revolt - impact of the aforementioned groups on economic, political, and social development of California and the United States of America with an emphasis in contemporary society
Week 27: Challenges to Immigration - impact of the aforementioned groups on economic, political, and social development of California and the United States of America with an emphasis in contemporary society

And any lessons from this Studies Weekly provided list - (Link)

Teaching any other FAIR Act Lessons (not from the Board-adopted core curriculum) REQUIRE Site Administrator Approval

8th grade

McGraw-Hill / IMPACT - Middle School Adoption - 6-8 Diversity and FAIR Act Statement (with examples) (Link)

While specific examples are given, the FAIR Act is addressed/integrated throughout the program
Focus is on the “contributions” of the listed groups, not on the groups

Required Lessons (BOTH from McGraw-Hill/Impact)

Chapter 11, Lesson 4: (p.416, S.E. / T.E.) [LGBTQ+ Lesson] - Analyze the text presentation on Charley Parkhurst.
Chapter 12, Lesson 4: (pp.451-453, S.E. / p.453, T.E.) [Disability Lesson] - When reading about Harriet Tubman and the Underground Railroad, be sure to discuss that in her childhood, she suffered a TBI (traumatic brain injury) causing lifelong seizures, headaches, and narcoleptic episodes (https://www.biography.com/activist/harriet-tubman)

Additional FAIR Act Lessons: NOT REQUIRING Site Administrator Approval (ALL from McGraw-Hill/Impact)

Chapter 12, Lesson 2: (pp.437-438, S.E. / p.437, T.E.) - Read / Explain changes to family life and lives of women due to industrialization
Chapter 12, Lesson 4.1: (pp.448-449, S.E. / p.449, T.E.) - Discuss the lives of enslaved people including same-sex family structures.
Chapter 13, Lesson 3: (pp.477 and 479) - Discusses women’s changing role on the frontier, including a feature on Annie Bidwell and her work for social change in frontier California.
Chapter 17, Lesson 1: (p.606) - Describes women’s roles in Western boomtowns.
Chapter 17, Lesson 2: (pp.614-616) - Explores women’s lives on the farms of the Great Plains.
Chapter 16, Lesson 3: (p.588, S.E. / T.E.) - Discuss how discrimination was different among the formerly enslaved people, especially those with alternative forms of relationships, and explain the Freedman's Bureau policies regarding family structures in Reconstruction.
Chapter 17, Lesson 3: (p.624, S.E. / T.E.) - Discuss Native American culture changes due to policies such as forced assimilation, including effects on Native American two-spirit individuals.
Chapter 18, Lesson 2: (p.652, S.E./T.E.) - Discuss the contributions of inventor Thomas Edison despite having poor hearing. - ** NEW 2020/2021 school year
Chapter 18, Lesson 4: (pp.663, 665-666) - examines the role of women in the industrial workforce, along with their work-related rights and place in labor unions.
Chapter 19, Lesson 4: (pp.720-723) - explores the changing role of women as they gained more education and the right to vote, and became involved in various social reform movements.

And any lessons from this McGraw-Hill/Impact provided list - (Link)

Teaching any other FAIR Act Lessons (not from the Board-adopted core curriculum) REQUIRE Site Administrator Approval

11th grade

Teacher Curriculum Institute (TCI) - High School Adoption - Fair Act Statement, 11th grade, History Alive! Pursuing American Ideals (Link)

While specific examples are given, the FAIR Act is addressed/integrated throughout the program
Focus is on the “contributions” of the listed groups, not on the groups

Required Lessons (BOTH from TCI)

Lesson 33:, "The New Deal and Its Legacy - Introduction" - [Disability Lesson] - teaches on the accomplishments of FDR during the Great Depression despite having polio.
Lesson 46+:, (follows lesson 46 - “The Widening Struggle,”) - [LGBTQ+ Lesson] - teach the lesson "Explore - The LGBT Rights Movement"
- This is ONLY on the online version, NOT in print.

AP/IB Requirements

Advanced Placement and International Baccalaureate Classes should teach a minimum of one lesson each on contributions of LGBT and Disability groups using their own curriculum. If a teacher would prefer to teach a from the TCI materials, please email reves@psusd.us to request access for these lessons.

Additional FAIR Act Lessons: NOT REQUIRING Site Administrator Approval (ALL from TCI)

Lesson 28+:, (follows lesson 28) "Popular Culture in the Roaring Twenties," teach the lesson "Explore - America’s LGBT Communities in the Early 20th Century"
- This is ONLY on the online version, NOT in print
Lesson 36:, "Fighting World War II, Section 4", teaches about the Manhattan Project. When teaching about Albert Einstein and his accomplishments, it should be noted that he had a learning disability - dyslexia. - ** NEW 2020/2021 school year
Lesson 40+:, (follows lesson 40) “Fighting the Cold War at Home,” teach the lesson "Explore - Postwar LGBT Communities"
- This is ONLY on the online version, NOT in print.

And any lessons from this Teacher Curriculum Institute (TCI) provided list - (Link)

Teaching any other FAIR Act Lessons (not from the Board-adopted core curriculum) REQUIRE Site Administrator Approval

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