Ethnic Studies Model Curriculum

Model Curriculum

Ethnic Studies Model Curriculum – Whole Document

• Ethnic Studies Model Curriculum (PDF; 7.5MB) (Note: this is a large file, allow time to load or save the file to your computer before opening.)

Ethnic Studies Model Curriculum – By Chapter

• The Model Curriculum (preface)(PDF)
• Chapter 1: Introduction and Overview (PDF)
• Chapter 2: District Implementation Guidance (PDF)
• Chapter 3: Instructional Guidance for K–12 Education (PDF)
• Chapter 4: Sample Lessons and Topics (PDF)
• Chapter 5: Lesson Resources (PDF)
• Chapter 6: UC-Approved Course Outlines (PDF)

Ethnic Studies Model Curriculum Resources Links

Ethnic Studies Model Curriculum Events

Ethnic Studies Model Curriculum Guidelines

The following guidelines are based on requirements in the authorizing statute (Assembly Bill 2016, Chapter 327 of the Statutes of 2016), feedback collected from the public at the Webinar held on January 9, 2018, and other public comment.

These guidelines, approved by the State Board of Education (SBE) at its meeting on July 11–12, 2018, will direct the work of the contracted primary writer(s) and the Model Curriculum Advisory Committee when it convenes in February–April 2019 to create a first draft of the curriculum. The model curriculum will undergo a public review and editing by the Instructional Quality Commission prior to being recommended to the SBE.

1. Statutory Requirements
   
   The Ethnic Studies Model Curriculum must reflect the requirements in the authorizing statute as well as other legal requirements for curriculum in California. These include, but are not necessarily limited to, the following topics:

   • The model curriculum shall be written as a guide to allow school districts to adapt their courses to reflect the pupil demographics in their communities.
     
     
   • The model curriculum shall include examples of courses offered by local educational agencies that have been approved as meeting the A–G admissions requirements of the University of California and the California State University, including, to the extent possible, course outlines for those courses.
     
     
• The model curriculum must meet federal accessibility requirements pursuant to Section 508 of the United States Workforce Rehabilitation Act. Content that cannot be made accessible may not be included in the document.
  
  
2. General principles. The Ethnic Studies Model Curriculum shall:
   
   

• Include accurate information based on current and confirmed research;
  

• When appropriate, be consistent with the content and instructional shifts in the 2016 History–Social Science Framework, in particular the emphasis upon student-based inquiry in instruction;
  

• Promote the values of civic engagement and civic responsibility;
  

• Align to the Literacy Standards for History–Social Studies within the California Common Core State Standards for English Language Arts and Literacy in History–Social Studies, Science, and Technical Subjects, as appropriate;
  

• Promote self and collective empowerment;
  

• Be written in language that is inclusive and supportive of multiple users, including teachers (single and multiple-subject), support staff, administrators, and the community;
  

• Encourage cultural understanding of how different groups have struggled and worked together, highlighting core ethnic studies concepts such as equality, justice, race, ethnicity, indigeneity, etc.;
  

• Include information on the ethnic studies movement, specifically the Third World Liberation Front (TWLF), and its significance in the establishment of ethnic studies as a discipline and work in promoting diversity and inclusion within higher education;
  

• Promote critical thinking and rigorous analysis of history, systems of oppression, and the status quo in an effort to generate discussions on futurity, and imagine new possibilities.
  
  
3. Course Outlines. The Ethnic Studies Model Curriculum shall:
   
   
• Include course outlines that offer a thematic approach to ethnic studies with concepts that provide space for educators to build in examples and case studies from diverse backgrounds;
  

• Include course outlines that allow for ethnic studies to be taught as a stand-alone elective or integrated into an existing course (e.g., sociology, English language arts, and history);
  

• Include course outlines that allow for local, state-specific, national, and global inquiry into ethnic studies;
  

• Have the capability to engage multiple languages and genealogies;
  

• Engage a range of disciplines beyond traditional history and social sciences, including but not limited to: visual and performing arts, English language arts, economics, biology, gender & sexuality studies, etc.
  

4. Audience. The Ethnic Studies Model Curriculum shall:
   

• Be sensitive to the needs of all grade levels and incorporated disciplines, providing balance and guidance to the field;
  

• Engage pedagogies that allow for student and community responsiveness, validate students’ lived experience, and address socioemotional development;
  

• Be inclusive, creating space for all students regardless of race, ethnicity, class, gender, sexuality, or citizenship, to learn different perspectives.
  

5. Administrative and Teacher Support. The Ethnic Studies Model Curriculum shall:
   

• Be easy to use both for teachers with educational backgrounds in ethnic studies, and those without such experience;
  

• Provide resources on professional development opportunities;
  

• Provide information for district and school administrators to support the Ethnic Studies Model Curriculum and instruction;
  

• Provide examples of different methods of instruction and pedagogical approaches;
  

• Provide support for a collaborative teaching model that encourages teachers to work with colleagues across disciplines, further highlighting the interdisciplinarity of ethnic studies;
  

• Provide support for the use of technology and multimedia resources during instruction;
  

• Include access to resources for instruction (e.g., lesson plans, curricula, primary source documents, and other resources) that are currently being used by districts.

Public Input

The California Department of Education (CDE) conducted a webinar to gather public input on the 2020 Ethnic Studies Model Curriculum project.

Event: Public Webinar
Date: Tuesday, January 9, 2018
Time: 3:00 p.m. Pacific Standard Time
Duration: approximately 1.5 hours
Format: online webinar
Presenter: CDE
Content: process and guidelines for the 2020 Ethnic Studies Model Curriculum project. The following Guiding Questions will be used to organize the discussion:

1. What kinds of course outlines should be included in the model curriculum?
2. What are the essential components of effective ethnic studies pedagogy?
3. What are some of the current challenges educators are encountering while teaching ethnic studies?
4. How can the model curriculum best support districts, administrators, and teachers that offer or are considering offering ethnic studies courses at their schools?

Participation Requirement: No pre-registration necessary

FAQs

Ethnic Studies Model Curriculum Frequently Asked Questions

Why did California create an Ethnic Studies Model Curriculum?

California was required by statute to develop a model curriculum in ethnic studies that can be used as a guide for districts or schools that want to develop their own curriculum.

What is a model curriculum?

A model curriculum 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. A model curriculum is similar to a curriculum framework, but with a specific focus. The César E. Chávez model curriculum is an example of a curriculum that was previously adopted by the State Board of Education.

Why ethnic studies?

California is committed to providing excellent educational opportunities to all students. Research shows that culturally meaningful and relevant curriculum can have a positive impact on students. Students that become more engaged in school through courses like ethnic studies are more likely to graduate and feel more personally empowered. A number of California school districts have already adopted local ethnic studies programs, and some have implemented a local graduation requirement in ethnic studies. This model curriculum will provide support to other districts that are considering similar options.

Are schools required to use the model curriculum?

No. The model curriculum is a guide. Schools and districts may use it when developing an ethnic studies curriculum that best addresses local student needs. Many schools and districts already offer ethnic studies electives or programs and many of those courses meet the University of California’s A-G requirements.

Professional Development

Ethnic Studies Professional Development and Resources
General information regarding professional development and resources to support ethnic studies courses.

Local Support

Ethnic Studies One-Time Funding

Section 132 of the Education Omnibus Trailer Bill (Assembly Bill 130) for the 2021–22 California State Budget appropriated $50 million from the General Fund for allocation to school districts, county offices of education, charter schools, and state special schools serving pupils in grades nine to twelve. Funds will be allocated on a per-pupil basis to support the creation or expansion of ethnic studies course offerings.

The funds may be used for the following purposes:

• To support curriculum and instructional resources, professional development, or other activities that support the creation or expansion of ethnic studies course offerings, including, but not limited to, courses that use the state-adopted ethnic studies model curriculum as a guide.

Funding results and additional information

Frequently Asked Questions

Other Resources

Southeast Asia Model Curricula

Curricula developed pursuant to Assembly Bill 167 (2021), further amended by Senate Bill 369 (2023), in collaboration with the Orange County Department of Education.

• Cambodian American Studies Model Curriculum
  The curriculum is designed to assist kindergarten through grade twelve (K–12) educators in teaching about the histories and cultures of Cambodians, including Cambodian American history and heritage, the long-term causes and effects of the Cambodian Genocide, the experiences of Cambodian Americans coming to the United States, and the establishment of Cambodian American communities.
  
• Hmong History and Cultural Studies Model Curriculum
  The curriculum is designed to assist K–12 educators in teaching about the histories and cultures of Hmong.
  
• Vietnamese American Experiences Model Curriculum
  The curriculum is designed to assist K–12 educators in teaching about the histories and cultures of Vietnamese, including Vietnamese American refugee experiences, the Fall of Sài Gòn in 1975, Vietnamese boat people and members of the Republic of Vietnam Armed Forces, the reasons behind the exodus, the hardships they faced, the conditions that led to their resettlement in the United States, the long-term causes and effects of the refugee experience. the establishment of Little Saigons, and cultural practices in the Vietnamese diaspora.

Native American Studies Model Curriculum

In development pursuant to Assembly Bill 167 (2021) in collaboration with the Humboldt County Office of Education and the San Diego County Office of Education.

• Native American Studies Model Curriculum (coming September 1, 2025)

Project California Regional Ethnic Studies Collaborative

• California Ethnic Studies Repository and Hub on California Educators Together
• Ethnic Studies Professional Learning Videos

César E. Chávez Model Curriculum

• César E. Chávez Model Curriculum
  Research Center is now available. Contains several thousand primary source documents and more than 500 pictures from historical archives.