Embedded Files
Before beginning the journey to develop or adopt an ethnic studies program, it is important for a committee to be established and for members to commit to working together as a professional learning community. Select a committee leader who shares qualities or attributes of a professional learning community in order to discuss/guide discussion about why operating as a professional learning community is important and lead a focused discussion around norms/behaviors that the committee commits to in order to assure that their individual and collective behavior is consistent with that of a group committed to serving as a professional learning community.
Organize a number of study sessions to carefully review documents listed below, dialogue, and discuss the implications for your school district.
Assembly Bill 101 Pupil instruction: high school graduation requirements: ethnic studies, by Assemblymember Jose Medina, Chapter 661 of the Statutes of 2021, amended Sections 51225.3 and 51226.7 of the Education Code that established ethnic studies as a high school graduation requirement.
History Social–Science Framework for California Public Schools: Kindergarten through Grade Twelve
Chapter 14, Ethnic Studies, pages 310-314.
Chapter 20, Access and Equity
Appendix E, Educating for Democracy: Civic Education in the History-Social Science Curriculum.
Educating for American Democracy
The Roadmap to Educating for American Democracy
Pedagogy Companion to The Roadmap to Educating for American Democracy
Ethnic Studies Model Curriculum
Preface
Chapter 1: Introduction and Overview
Chapter 2: District Implementation Guidance
Task 1.4a Assembly Bill 101, Medina. Pupil instruction: high school graduation requirements: ethnic studies
Assembly Bill 101 by Assemblymember Jose Medina, Chapter 661 of the Statutes of 2021, amended Sections 51225.3 and 51226.7 of the Education Code established ethnic studies as a high school graduation requirement. The bill was signed into law by Governor Newsom on October 8, 2021.
Organize a study session to carefully review Assembly Bill 101, Medina. Pupil instruction: high school graduation requirements: ethnic studies, and California Education Code 51226.7, amended in 2021. Dialogue and discuss the implications for your school district.
Task 1.4b History Social–Science Framework for California Public Schools: Kindergarten through Grade Twelve, Chapter 14, Ethnic Studies, pages 310-314
The History-Social Science Framework for California Public Schools was adopted by the State Board of Education in 2016.
Chapter 14 provides a clear definition of Ethnic Studies, an explanation of why it is important, what forms it can take, and the types of constructive actions students can take to improve their communities.
Organize a study session to carefully review History Social–Science Framework for California Public Schools: Kindergarten through Grade Twelve, Chapter 14, Ethnic Studies, pages 310-314. Dialogue and discuss the implications for your school district.
Task 1.4c History Social–Science Framework for California Public Schools: Kindergarten through Grade Twelve, Chapter 20, Access and Equity
Chapter 20 addresses important issues surrounding access and equity with attention to culturally responsive teaching.
Organize a study session to carefully review History Social–Science Framework for California Public Schools: Kindergarten through Grade Twelve, Chapter 20, Access and Equity. Dialogue and discuss the implications for your school district.
Task 1.4d History Social–Science Framework for California Public Schools: Kindergarten through Grade Twelve, Appendix E, Educating for Democracy: Civic Education in the History-Social Science Curriculum
Civic engagement is a key element of ethnic studies. This document highlights essential understandings of the civic knowledge, skills, and dispositions needed by students to become socially and politically empowered to pursue and achieve justice and equity.
Organize a study session to carefully review History Social–Science Framework for California Public Schools: Kindergarten through Grade Twelve, Appendix E, Educating for Democracy: Civic Education in the History-Social Science Curriculum. Dialogue and discuss the implications for your school district.
Task 1.4e The Roadmap to Educating for American Democracy
Civic engagement is a key element of ethnic studies. Educating for American Democracy (EAD) is an unprecedented effort that convened a diverse and cross-ideological group of scholars and educators to create The Roadmap to Educating for American Democracy— guidance and an inquiry framework that states, local school districts, and educators can use to transform teaching of history and civics to meet the needs of a diverse 21st century K–12 student body.
Organize a study session to carefully review Roadmap to Educating for American Democracy Dialogue and discuss the implications for your school district.
Task 1.4f Pedagogy Companion to The Roadmap to Educating for American Democracy
The EAD Pedagogy Companion to the Roadmap for Educating American Democracy is designed to support classroom teachers, students, and district and community stakeholders. Importantly, it presents the Six Core Pedagogical Principles exemplified by the “EAD teacher,” designed to focus educators’ effort on techniques that best support the learning and development of student agency required of history and civic education.
Organize a study session to carefully review Pedagogy Companion to the Educating for American Democracy Roadmap. Dialogue and discuss the implications for your school district.
Task 1.4g Ethnic Studies Model Curriculum, Preface
The Ethnic Studies Model Curriculum was adopted by the State Board of Education on March 18, 2021. It is a guidance document that provides support to teachers and administrators in developing courses and/or instructional content in a specific topic area. It is not a complete classroom curriculum or instructional materials; it is intended as a resource.
The Preface provides the legislative background, a focus on four foundational disciplines, and the State Board of Education guidelines.
Organize a study session to carefully review the following sections in the Ethnic Studies Model Curriculum, Preface:
Legislation
Focus on Four Foundational Disciplines
State Board of Education Guidelines
Dialogue and discuss the implications for your school district.
Task 1.4h Ethnic Studies Model Curriculum, Chapter 1: Introduction and Overview
Chapter 1 provides an introduction and overview of ethnic studies that includes a definition, the history of ethnic studies, its benefits, approaches for teaching ethnic studies, guiding values and principles, and the eight outcomes of K-12 ethnic studies teaching.
Organize a study session to carefully review the following sections in the Ethnic Studies Model Curriculum, Chapter 1: Introduction and Overview
Why Teach Ethnic Studies in a K-12 Environment?
Defining Ethnic Studies
The History of Ethnic Studies
The Benefits of Ethnic Studies
How Do You Teach Ethnic Studies in a K-12 Environment?
Guiding Values and Principles of Ethnic Studies
Eight Outcomes of K-12 Ethnic Studies Teaching
The Ethnic Studies Model Curriculum for K-12 Education
Dialogue and discuss the implications for your school district.
Task 1.4i Ethnic Studies Model Curriculum, Chapter 2: District Implementation Guidance
Chapter 2 provides guidance for district implementation that includes key considerations for district and site administrators, a guide to developing a local curriculum, integrating stakeholders and community, and selecting existing curricula and instructional materials.
Organize a study session to carefully review the following sections in the Ethnic Studies Model Curriculum, Chapter 2: District Implementation Guidance
Key Considerations for District and Site Administrators
Guide to Developing a Local Curriculum with Ethnic Studies Principles
Integrating Stakeholders and Community
Selecting Existing Curricula and Instructional Materials
Dialogue and discuss the implications for your school district.
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