1 Page 1 of 26 2Chapter 1: Introduction and Overview 3Why Teach Ethnic Studies? 4Introduction 5As early as the 1970s, some California public high schools began offering Ethnic 6Studies, positing that courses in the field would provide an opportunity to engage the 7hxrstory1, cultures, contributions, perspectives, and experiences of groups that have 8been overlooked, hxrstorically marginalized, and often subjected to invisibility within 9mainstream courses. Numerous student outcome benefits of Ethnic Studies have been 10documented. The implementation of Ethnic Studies presents an opportunity for teachers 11to develop culturally/community relevant and responsive pedagogies that are both 12revitalizing and sustaining, help schools better connect with native students and 13students of color, equip all students with the skills and knowledge to think critically about 14the world around them and to tell their own stories, empower students to be engaged 15socially and politically, enable students to develop a deep appreciation for cultural 16diversity and inclusion, and aids in the eradication of bigotry, hate, and racism. In 17essence, Ethnic Studies helps improve the U.S. democracy by encouraging the 18participation of all students at all political, social, and economic levels. 19Defining Ethnic Studies 20At its core, the field of Ethnic Studies is the interdisciplinary study of race, ethnicity, and 21indigeneity with an emphasis on experiences of people of color in the United States. 22Further, it is the xdisciplinary, loving, and critical praxis of holistic humanity – as 23educational and racial justice. It is from communities of color and our intergenerational 24worldviews, memories, experiences, identities, narratives, and voices. It is the study of 25intersectional and ancestral roots, coloniality, hegemony, and a dignified world where 26many worlds fit, for present and future generations. 11 Throughout this model curriculum, language is used that deliberately offers an 2alternative to traditional wording that could have a particular context within the dominant 3culture. More information about these terms can be found in the Glossary. 27The field critically grapples with the various power structures and forms of oppression, 28including, but not limited to, white supremacy, race and racism, sexism, classism, 29homophobia, islamophobia, transphobia, and xenophobia, that continue to impact the 30social, emotional, cultural, economic, and political experiences of Native People/s and 31people of color. 32Ethnic Studies is xdisciplinary, in that it variously takes the forms of being 33interdisciplinary, multidisciplinary, transdisciplinary, undisciplinary, and intradisciplinary. 34As such, it can grow its original language to serve these needs with purposeful 35respellings of terms, including history as herstory and women as womxn, connecting 36with a gender and sexuality lens, along with a socioeconomic class lens at three of its 37intersections. Terms utilized throughout this document, which may be unfamiliar to new 38practitioners of the field, are defined in the glossary. 39In education, what is often called the “achievement gap” between students of different 40racial backgrounds, is recontextualized by Ethnic Studies as the opportunity gap, and/or 41what Gloria Ladson-Billings framed as the education debt in her 2006 presidential 42address to the American Education Research Association. This debt refers to what 43students of color in the United States are owed after centuries of educational trauma, 44dehumanization, and enforced sociopolitical, cultural-historical, economic, and moral 45constraints via the education system. As a field catalyzed by a righteous angst for 46justice and access to knowledge (rather than merely “closing a gap”), Ethnic Studies 47intentionally works toward helping pay this education debt. Students are asked to 48“achieve academic success” in a humanizing and critically conscious way, while 49demanding the education system reconsider what constitutes the parameters of 50academic success. Ethnic Studies has created a space for all students to learn about 51and analyze their identities and hxrstories, feel proud of them, and actualize their full 52humanity. This is supported by the National Education Association report by Christine 53Sleeter about the academic and social value of Ethnic Studies. 54Ethnic Studies curricular designs need to be responsive to: a) the students in the 55curricular program with considerations of the demographic imperative as well as of each Page 2 of 26 56student present; b) the community where the curricular program takes place; c) the 57academic discourses of Ethnic Studies respecting students as intellectuals; and d) our 58world—past, present, future. 59Beyond providing a hxrstory and analysis of oppression and power, Ethnic Studies 60offers a dynamic inquiry-based approach to the study of Native People/s and 61communities of color that encourages utilizing transnational and comparative 62frameworks. Thus, the themes and topics discussed within the field are boundless, for 63example, with research being conducted on literary devices in Mexican American texts, 64the implications of war and imperialism on Southeast Asian refugees, African American 65social movements and modes of resistance, and Native American/Indigenous cultural 66retentions, to name a few. 67Ethnic Studies is about people whose cultures, hxrstories, and social positionalities are 68forever changing and evolving. Thus, Ethnic Studies also examines borders, 69borderlands, mixtures, hybridities, nepantlas, double consciousness, and reconfigured 70articulations, even within and beyond the various names and categories associated with 71our identities. People do not fit neatly into boxes, and identity is complex. 72Furthermore, the field presents an opportunity for different cultures to be highlighted and 73studied in a manner that is meaningful and transformative to both students of color, and 74white students. Ethnic Studies provides all students regardless of race with crucial 75interpersonal communication, cultural competency, and equity driven skills that are 76integral to civic engagement and collegiality, especially in a society that is rapidly 77diversifying. Critical solidarities are imperative for Ethnic Studies, it is out of these 78solidarities that the field emerged with the Third World Liberation Front (TWLF), and 79with these solidarities that Ethnic Studies is growing nationally today. 80Hxrstory & Background 81Rooted in multimillennial people of color intellectual traditions, the hxrstory and 82genealogy of Ethnic Studies as an emergent academic field in the Western academy 83can be traced back to the activism and intellectual thought of W.E.B. DuBois, Mary 84McLeod Bethune, Carter G. Woodson, Carlos Bulosan, Grace Lee Boggs, Paulo Freire, Page 3 of 26 85Frantz Fanon, Rodolfo Acuña, Vine Deloria Jr., Gloria Anzaldúa, bell hooks, among 86others. These scholars argued that the hxrstories, perspectives, and contributions of 87those on the social, political, and economic margins—African Americans, Asian 88Americans and Pacific Islanders, Chicana/o/x/, Latina/o/x, and Native Americans—be 89included in mainstream history (as well as other traditional disciplines) to be able to 90better understand the past, envision new possibilities, and celebrate the nation’s wealth 91of diversity. 92By 1968, this call was crystallized as Black Student Union members at San Francisco 93State College (now San Francisco State University) began organizing around the issue, 94soon after, they were joined by other students, culminating with a student strike. 95Inspired by youth activism and organizing in the Civil Rights, Black Liberation, American 96Indian, Chicano, Asian American, labor, and anti-Vietnam war movements, students at 97San Francisco State College embarked on a strike (November 6, 1968–March 20, 1969) 98demanding: (1) equal access to public education, (2) an increase in faculty of color, and 99(3) “a new curriculum that would embrace the history of all people, including ethnic 100minorities.”2 Led by the TWLF—a coalition of students from the campus’ Black Student 101Union, Latin American Student Organization (LASO), the Intercollegiate Chinese for 102Social Action (ICSA), the Mexican American Student Confederation, the Philippine 103American Collegiate Endeavor (PACE), La Raza, the Native American Students 104Organization, and Asian American Political Alliance (AAPA)—students refused to attend 105classes for five months until administrators met their demands. 106In 1969 the first college of Ethnic Studies was established at San Francisco State 107University. Students were now able to take courses devoted to foregrounding the 108perspectives, hxrstories, and cultures of African Americans, Asian Americans and 109Pacific Islanders, Chicana/o/x/, Latina/o/x, and Native Americans. In early 1969, 110students at the University of California, Berkeley successfully launched a strike that 111resulted in the creation of one of the first Ethnic Studies departments. Meanwhile, at the 112other end of the state, as early as 1968 students at California State University, Los 42 Denize Springer, "Campus Commemorates 1968 Student-Led Strike," SF State News, 5last modified September 22, 2008, http://www.sfsu.edu/news/2008/fall/8.html (accessed 6November 13, 2018). Page 4 of 26 113Angeles and California State University, Northridge were establishing Chicano Studies 114and Black Studies Departments. Soon, college students across the nation began calling 115for the establishment of Ethnic Studies courses, departments, and degree programs. 116Over fifty years since the strike at San Francisco State College, Ethnic Studies is now a 117vibrant discipline with multiple academic journals, associations, national and 118international conferences, undergraduate and graduate degree programs, and 119thousands of scholars and educators contributing to the field’s complexity and vitality. 120Even with all of its vibrancy, the field of Ethnic Studies remains under attack (e.g., 121department consolidation, lack of institutional support, threats made by those with white 122supremacist beliefs, blatant resistance to implementation, etc.), and current Ethnic 123Studies advocates, activists, and educators continue to uphold the demands and spirit 124of the TWLF. 125Since the student movements of the 1960s, Ethnic Studies proponents have fought for 126the inclusion of Ethnic Studies across public schools at the K–12 level and higher 127education. Over the last ten years this movement has gained substantial traction at the 128local level as numerous California public school districts have either passed their own 129Ethnic Studies graduation requirements or are implementing Ethnic Studies courses. 3 130At the state level, the California State Legislature has drafted and voted on several bills 131to help bolster support for Ethnic Studies implementation at the K–12 level, including 132Assembly Bill 2016, which authorized the development of this document, and Assembly 133Bill 738, which calls for the creation of a Native American Studies model curriculum. 134The Benefits of Ethnic Studies 73 As of December 2018, the following districts have either created an Ethnic Studies 8graduation requirement or have implemented Ethnic Studies courses or programs: Los 9Angeles Unified School District, Woodland Unified School District, San Mateo Union 10High School District, Sacramento City Unified School District, Oakland Unified School 11District, Berkeley Unified School District, San Francisco Unified School District, 12Stockton Unified School District, Oxnard Union High School District, Compton Unified 13School District, Ventura Unified School District, San Diego Unified School District, 14Centinela Valley Union High School District, El Rancho Unified School District, 15Montebello Unified School District, New Haven Unified School District, Santa Ana 16Unified School District, and Coachella Valley Unified School District. Page 5 of 26 135As the demographics continue to shift in California to an increasingly diverse population 136—for example, with Chicana/o/x/ and Latina/o/x students comprising a majority in our 137public schools—there is a legitimate need to address the academic and social needs of 138such a population. All students should be better equipped with the knowledge and skills 139to successfully navigate our increasingly diverse society. 4 Ethnic Studies provides the 140space for all students and teachers to begin having these conversations. Furthermore, 141Ethnic Studies scholars and classroom teachers established through research that 142courses in the field have: 143Identity & Socioemotional Development 144  Helped students develop a strong sense of identity 5 145  Helped students discover their hxrstorical and ancestral origins 146  Reduced stereotype threat6 147  Aided in the socioemotional wellness of students 148Civic and Community Engagement 149  Increased youth civic engagement and community responsiveness 7 150  Provided students with skills and language to critically analyze, respond, and 151 speak out on social issues 174 California Department of Education, 2017-2018 Enrollment by Ethnicity and Grade 18(Sacramento, CA: California Department of Education, n.d.), 19https://dq.cde.ca.gov/dataquest/dqcensus/EnrEthGrd.aspx? 20cds=00&agglevel=state&year=2017-18 (accessed November 13, 2018). 215 Christine Sleeter, The Academic and Social Value of Ethnic Studies: A Research 22Review (Washington, D.C.: National Education Association, 2011), 8–10, 23http://www.nea.org/assets/docs/NBI-2010-3-value-of-ethnic-studies.pdf (accessed 24December 12, 2018). 256 See: Claude Steele and Joshua Aronson, "Stereotype threat and the test performance 26of academically successful African Americans," in The Black-White Test Score Gap, ed. 27Christopher Jencks and Meredith Phillips (Washington, DC, US: Brookings Institution 28Press, 1998). 297 Christine Sleeter, The Academic and Social Value of Ethnic Studies, 14. Page 6 of 26 152Academic Support and Development 153  154 Increased critical thinking, problem solving, collaboration, and interpersonal communication skills 155  Led to a decrease in truancy8 156  Led to an increase in standardized test scores 9 157  Led to an increase in GPA, especially in math and science 10 158  Led to an increase in graduation and college enrollment rates 11 159  Introduced students to college level academic frameworks, theories, terms, and 160 research methods 161Building Trust, Solidarity, and Accompliceship 162  163 164 Helped white students become stronger advocates and allies for equity, justice, and liberation.12  Helped foster a classroom environment of trust between students and teachers, 165 enabling them to discuss contentious issues and topics, as well as current 166 events 167  Strengthened social and cultural awareness 308 Julio Cammarota, "A Social Justice Approach to Achievement: Guiding Latina/o 31Students Toward Educational Attainment With a Challenging, Socially Relevant 32Curriculum," Equity & Excellence in Education 40, no. 1 (February 7, 2017). 339 Ibid. 3410 Brooke Donald, "Stanford study suggests academic benefits to Ethnic Studies 35courses," Stanford News (Stanford, CA), January 12, 2016, 36https://news.stanford.edu/2016/01/12/ethnic-studies-benefits-011216/ (accessed 37December 12, 2018). 3811 Ibid. 3912 Ibid. Page 7 of 26 168Moreover, Ethnic Studies is designed to benefit all students. Christine Sleeter, Critical 169Education scholar, posits, “rather than being divisive, Ethnic Studies helps students to 170bridge differences that already exists in experiences and perspectives,” highlighting that 171division is antithetical to Ethnic Studies. 172Approaches to Ethnic Studies 173When the discipline was first founded, “Ethnic Studies” was (and still is) deployed as an 174umbrella term/field that was designed to be inclusive of four core fields—African 175American Studies, Asian American Studies, Chicana/o/x/ and Latina/o/x Studies, and 176Native American Studies. While each core field addresses the specific hxrstories, and 177social, cultural, economic, and political experiences of people from said group, they 178often overlap in their approach, the types of methods and theories that are engaged, 179and discussion of shared/collective struggles. 180With such disciplinary diversity, Ethnic Studies has been approached utilizing various 181instructional formats at the K–12 level. The most common being stand-alone core field 182courses, thematic/comparative race and Ethnic Studies courses, and the integration of 183Ethnic Studies content into existing courses, subject areas, and units, as is more 184commonly seen at the K-8 level. With each approach, at the high school level, students 185are encouraged to reflect on the course’s relationship to their own ancestries and lives 186as hxrstorically situated human beings. 187Stand-Alone Courses 188These courses tend to focus on core field specific topics like: “African American History,” 189“Asian American Cultural Studies,” “Mexican American Literature,” and “A Native 190American Experience,” to name a few. They provide students the opportunity to delve 191into content relevant to specific core fields, and allow teachers to develop robust and 192focused curriculum. Overall, this approach to Ethnic Studies provides some of the most 193concentrated and comprehensive spaces for learning about a particular area within an 194Ethnic Studies core field. 195Thematic/Comparative Race and Ethnic Studies Approach Page 8 of 26 196Increasingly, Ethnic Studies courses have been developed and taught using a thematic 197and comparative race approach. Teachers will often identify key themes and concepts 198within the field that can be used to investigate the hxrstories, contributions, and 199struggles of each of the four core groups, both individually and collectively. Indigeneity, 200colonialism, hegemony, systems of power, cultural retention and revitalization, identity, 201and social justice are just a few of the many concepts and themes that can be engaged 202within an Ethnic Studies course employing this approach. In doing so, teachers are able 203to provide a space for multiple perspectives and narratives to be included in units and 204lessons simultaneously. This approach also encourages students to make links across 205racial and ethnic lines, and foregrounds accompliceship and solidarity-building. 206Additionally, students are able to engage readings and materials across each of the 207core fields, thus, exposing them to new ideas and perspectives that they may not have 208encountered in a stand-alone Ethnic Studies course. 209Another way to engage this approach is by using themes to delve into each of the core 210Ethnic Studies areas independently. For example, during a 16-week semester, 211educators can divide the course up evenly, with approximately four weeks dedicated to 212the study of each core field, and a salient focus on particular themes across all the core 213fields. Overall, the thematic and comparative approaches often stress the importance of 214identifying shared struggles, building unity, and developing intercultural communication 215and competence. 216Integrating Ethnic Studies into Existing Courses 217While an increasing amount of districts across the state have worked to develop and 218implement Ethnic Studies courses, there are still many districts that have not been able 219to offer the course for a multitude of reasons (e.g., budgetary and other infrastructural 220constraints, resistance to Ethnic Studies, lack of instructional resources and curriculum 221support, etc.) Consequently, many educators have worked diligently to include Ethnic 222Studies concepts, terms, and topics into existing courses. It is not uncommon to see 223Ethnic Studies integrated into History–Social Science courses, including U.S. History, 224World History, Economics, Psychology, Social Studies, and Geography. There are also 225cases of Ethnic Studies being included in Visual and Performing Arts, Mathematics, Page 9 of 26 226Science, English Language Arts, and other subject areas. Another example is that in 227math there are courses such as “Am I an Ethnic Statistic” and “Math and Social Justice.” 228For example, a geography teacher might develop a unit or lesson around urban 229geography, where students can delve into key concepts like environmental racism and 230ecological justice, and focus on the experiences of people of color in those spaces. 231Students could draw on local news stories, primary sources like housing and city 232planning maps, archived oral history interviews from current and past residents of the 233area, and literary texts that speak to the experiences of people of color in urban spaces 234like Sandra Cisneros’ House on Mango Street, Lorraine Hansberry’s A Raisin in the 235Sun, and the poetry of Janice Mirikitani. 236Beyond providing a space for Ethnic Studies material when districts are unable to, this 237approach ensures that the intersectional lens that Ethnic Studies provides is salient and 238manifests within various subject areas. Moreover, this approach further enriches 239traditional subject areas by including a range of perspectives that can further elucidate 240the overall course content. 241Grade Level 242Ethnic Studies has primarily been taught at the college/university and high school (ninth 243through twelfth grade) levels. However, some districts have offered the course for 244grades six through eight, and at the K–5 level Ethnic Studies is commonly included as a 245stand-alone unit. Ethnic Studies should be an essential core component of every 246students’ K–12 education experience. The Ethnic Studies Model Curriculum has been 247developed for educators teaching grades nine through twelve, and in alignment with the 248University of California “A–G” subject requirements. The sample units and lessons 249included can be tailored to meet specific grade level requirements and standards, 250including those at the middle school level. Adjusting assignments, modes of assessment 251and readings, as well as pedagogical approach, are most important to consider when 252modifying the model curriculum to fit a specific grade level. 253The Model Curriculum Page 10 of 26 254Assembly Bill 2016, Chapter 327 of the Statutes of 2016, added Section 51226.7 to the 255Education Code, which directs the Instructional Quality Commission (IQC) to develop, 256and the State Board of Education (SBE) to adopt a model curriculum in Ethnic Studies. 257Pursuant to the legislation and SBE guidelines, this document will: (1) offer support for 258the inclusion of Ethnic Studies as either a stand-alone elective, or to be integrated into 259existing history social science courses. (2) provide educators and administrators across 260the state with resources to begin implementing courses in the field, which will bring 261attention to the hxrstory, contributions, struggles, and cultures of communities of color 262and hxrstorically marginalized people in California from a thematic perspective while 263foregrounding the four original Ethnic Studies areas--African American Studies, Asian 264American Studies, Chicana/o/x and Latina/o/x Studies, and Native American Studies. 265Samples of newer Ethnic Studies fields in the U.S., which further specify certain 266populations, including Pacific Islander Studies, Arab American Studies, Central 267American Studies, are also included. The ESMC will (3) include course outlines that 268have been approved by the University of California as having met the “A–G” 269requirements for college readiness, in addition to sample lesson plans, curricula, 270primary source documents, pedagogical and professional development resources and 271tools, current research on the field, among other materials. And (4) the ESMC will be 272developed with the guidance of classroom teachers, college/university Ethnic Studies 273faculty and experts, and representatives from local educational agencies, constituting 274the Ethnic Studies Model Curriculum Advisory Committee (MCAC). 275Furthermore, this model curriculum should not be seen as exhaustive, but rather a 276companion document to existing SBE-adopted content standards and curriculum 277frameworks, including the History–Social Science Content Standards and the History– 278Social Science Framework (HSS Framework), the California Common Core State 279Standards in English Language Arts and Literacy in History/Social Studies, Science, 280and Technical Subjects, The English Language Arts/English Language Development 281Framework, and the California English Language Development Standards. The HSS 282Framework in particular provides some support for the implementation of Ethnic 283Studies, including a brief outline of a ninth-grade elective course in the field, and the 284document overall emphasizes some key principles of Ethnic Studies teaching and Page 11 of 26 285learning like, diversity, inclusion, challenging systems of inequality, and support for 286student activism and social change. 287Guiding Principles and Outcomes of Ethnic Studies Teaching 288Given the range and complexity of the field, it is important to identify the key values and 289principles of Ethnic Studies as a means to offer guidance for the development of Ethnic 290Studies courses, teaching, and learning. The foundational values of Ethnic Studies are 291housed in the conceptual model of the “double helix” which interweaves holistic 292humanization and critical consciousness.13 Humanization includes the values of love, 293respect, hope, and solidarity are based on celebration of community cultural wealth. 14 294The values rooted in humanization and critical consciousness shapes the following 295guiding principles for Ethnic Studies teaching and learning. These are the guiding 296values and principles each Ethnic Studies lesson should include. Ethnic Studies 297courses, teaching, and learning will 298 1. cultivate empathy, community actualization, cultural perpetuity, self-worth, self- 299 determination, and the holistic well-being of all participants, especially Native 300 People/s and people of color; 301 2. celebrate and honor Native People/s of the land and communities of color by 302 providing a space to share their stories of struggle and resistance, along with 303 their intellectual and cultural wealth; 304 305 306 3. center and place high value on pre-colonial, ancestral, indigenous, diasporic, familial, and marginalized knowledge; 4. critique empire and its relationship to white supremacy, racism, patriarchy, 307 cisheteropatriarchy, capitalism, ableism, anthropocentrism, and other forms of 308 power and oppression at the intersections of our society; 4013 R. Tolteka Cuauhtin, “The Ethnic Studies Framework, A Holistic Overview” in R. 41Tolteka Cuauhtin, Miguel Zavala, Christine Sleeter, and Wayne Au, eds. Rethinking 42Ethnic Studies (Milwaukee, WI, Rethinking Schools, Limited, 2019), 65–75. 4314 Tara Yosso, “Whose culture has capital?” in Race, Ethnicity and Education, 8(1) 44(2005), 69–91. Page 12 of 26 309 310 311 312 313 5. challenge imperialist/colonial hegemonic beliefs and practices on the ideological, institutional, interpersonal, and internalized levels; 6. connect ourselves to past and contemporary resistance movements that struggle for social justice on the global and local levels to ensure a truer democracy; and 7. conceptualize, imagine, and build new possibilities for post-imperial life that 314 promotes collective narratives of transformative resistance, critical hope, and 315 radical healing.15 316Developing an Ethnic Studies Pedagogy 317Ethnic Studies teaching is grounded in the belief that education can be a tool for 318transformation, social change, and liberation. 16 Central to an Ethnic Studies pedagogy is 319the goal to develop students to be able to effectively and powerfully read, write, speak, 320think critically, and engage in school. Additionally, Ethnic Studies empowers students to 321love themselves and their communities. To achieve these goals, Ethnic Studies 322educators should consider the following five elements as part of their pedagogical 323praxis: purpose, content and skills, context, methods, and identity. This five element 324approach and praxis-centered definition of Ethnic Studies will help ensure that 325educators recognize that one’s pedagogy cannot be solely based on pedagogical 326theories or ‘teaching style’. Teaching Ethnic Studies necessitates that pedagogues 327consider the larger principles and purpose of Ethnic Studies, the context in which the 328course is being taught, and even a reflection on the pedagogue’s identity and 329positionality. 330Purpose 331It is essential that Ethnic Studies educators first reflect upon the purpose of the field, 332and subsequent course, before arriving at their pedagogical approach. Hxrstorically, the 4515 Allyson Tintiangco-Cubales and Edward Curammeng, “Pedagogies of Resistance: 46Filipina/o Gestures of Rebellion Against the Inheritance of American Schooling,” in Tracy 47Buenavista and Arshad Ali, eds., Education At War: The Fight for Students of Color in 48America (New York, NY: Fordham University Press, 2018), 233–238. 4916 Paulo Freire, Pedagogy of the Oppressed (New York, NY: Bloomsbury, 2000), 71. Page 13 of 26 333educational and academic purpose of Ethnic Studies has centered on three core 334concepts: access, relevance, and community.17 335  Access- Providing students with the opportunity to engage Ethnic Studies 336 material within their classrooms; the ability to gain a quality education; and 337 increased institutional and academic support for students of color and those on 338 339  the socioeconomic margins. Relevance- Ethnic Studies provides students with a quality education that is both 340 culturally and community relevant, and draws extensively from the lived 341 experiences and material realities of each individual student. 342  Community- Ethnic Studies teaching and learning is meant to serve as a bridge 343 between educational spaces/institutions and community. Thus, encouraging 344 students to use their knowledge to become agents of change, social justice 345 organizers and advocates, and engaged global citizens. 346Reflecting on these concepts at the onset will ensure that Ethnic Studies educators are 347creating content and a pedagogical praxis that is grounded in both the field’s purpose 348and aforementioned principles. Dawn Mabalon provides the following essential 349questions that guide the purpose of Ethnic Studies: “(1) Who am I? (2) Who is my family 350and community? (3) What can I do to bring positive change to my community and 351world?” 352Content and Skills 353With Ethnic Studies drawing on a range of academic disciplines from history and 354performing arts to sociology and literature, the expectation is that students are 355introduced to an array of academically rigorous content and skills that are 356simultaneously grounded in the contributions, lived experiences, and hxrstories of 357people of color. Students should be exposed to a variety of primary and secondary 358sources, learn how to process multiple and often competing sources of information, 359form and defend their own analyses that are based on evidence, and understand how to 5017Allyson Tintiangco-Cubales et al., "Toward an Ethnic Studies Pedagogy: Implications 51for K-12 Schools from the Research," The Urban Review 47, no. 1 (March 12, 2015). Page 14 of 26 360appropriately contextualize and evaluate sources of information by bringing them into 361conversation with other texts, significant events, people, theories, and ideas. 362For additional support on identifying a multitude of sources that can be used in the 363classroom, Ethnic Studies educators should consult the University of California (UC) 364Ethnic Studies course outlines that are included in the appendices of this document, 365collaborate with other teachers at their sites, and engage materials that can be found at 366local and community archives and libraries, especially those housed by the University of 367California, California State University, and local community colleges. Many California 368community colleges also offer evening, summer, and online Ethnic Studies and teacher 369development classes that are accessible to interested teachers. 370Context 371Beyond content, it is important that Ethnic Studies educators are knowledgeable of the 372context in which the course is being taught. Here are some dynamics an Ethnic Studies 373educator might consider: Is the course being taught in a district where parents or 374community members are hostile to the field? Is the course being taught in a school with 375a widening opportunity gap? Or perhaps the course is being taught during a moment 376where racial tensions at the local and national level are beginning to impact students? 377These are just a few of the contextual factors that Ethnic Studies educators must 378consider as they develop their pedagogical praxis. 379While being aware of these dynamics is important, working to address them within the 380course is also key. For example, an Ethnic Studies educator might create a lesson 381around education inequality and the opportunity gap that gets students to reflect upon 382the many factors that have contributed to disproportionate student success across racial 383and class lines. Students could analyze “student success”, “college readiness”, and 384standardized test data from their district or others across the state, read case studies 385that identify some of the key factors that attribute to student success, and reflect upon 386their own experiences, drawing connections to collected data or scholarly analyses, if 387any. A critical part of the context of Ethnic Studies is a sensitivity and preparedness for 388when different emotions and/or traumas arise from students in dealing with potentially Page 15 of 26 389difficult content or materials–having training with this and resources of further support 390(including school site counselors when needed), is key. 391Methods 392There are various methods or pedagogical approaches that Ethnic Studies educators 393should consider, from culturally/community relevant and responsive pedagogy to the 394important instructional shifts described in the California History–Social Science 395Framework and the English Language Arts/English Language Development 396Framework. 397  Inquiry––An inquiry-based approach to Ethnic Studies invites students to become 398 active participants in the learning process. Students are encouraged to pose 399 questions, investigate and explore academic content, and research and theorize 400 solutions to problems created by centuries of settler colonialism, imperialism, and 401 white supremacy. This approach is inherently student-centered and helps 402 democratize the classroom by allowing students to help shape their education. 403 Thus, the role of a teacher in an inquiry-based classroom is more of a facilitator 404 that helps students formulate questions, conduct research, and come to their 405 own conclusions/solutions. Researchers argue that this approach has yielded 406 student achievement gains/narrowed the opportunity gap (especially amongst 407 hxrstorically marginalized students), increased proficiency amongst English 408 language learners, and provides a framework for teachers that might not share 409 the same identities of their students to best engage underrepresented students. 18 410 This approach to teaching moves away from students being seen as repositories 411 that are made to constantly digest content with the expectation that they are 412 tested on the material, but do minimal critical engagement. In teaching Ethnic 413 Studies, this shift is paramount. 5218 Center for Inspired Teaching, Inspired Issue Brief: Inquiry-Based Teaching 53(Washington, D.C.: Center for Inspired Teaching, 2008), https://inspiredteaching.org/wp54content/uploads/impact-research-briefs-inquiry-based-teaching.pdf (accessed 55December 12, 2018). Page 16 of 26 414 In practice, a teacher employing an inquiry based approach to Ethnic Studies 415 might frame the course description around a question like—how have race and 416 ethnicity been constructed in the United States, and how have they changed over 417 time? While broad, this question allows for students to be able to enter the 418 course from various points. This approach encourages the use of lessons 419 grounded in research and academic content. Getting students to engage primary 420 sources, develop youth-participatory action research (YPAR) projects, or create 421 service learning projects are just a few examples of how an inquiry based 422 approach encourages students to become actors within the learning process. 423  Democratizing the Classroom and Citizenship- Ethnic Studies educators 424 democratize their classrooms by creating a learning environment where both 425 students and teachers are equal active participants in the co-constructing 426 knowledge, replacing what Paulo Freire describes as the “banking” concept with 427 problem-posing education.19 This fundamental shift enables students to be 428 recognized and valued as knowledge producers alongside their educators, while 429 simultaneously placing an emphasis on the development of democratic values 430 and collegiality. 431 This approach to Ethnic Studies teaching is also echoed in the California 432 History–Social Science Framework’s underscoring of citizenship as one of the 433 “four important instructional shifts”. Having students research a challenge facing 434 their community, engagement with local elected officials, advocates, and 435 community members, structured debate, simulations of government, or service 436 learning, are all citizenship oriented skills that are best developed in a classroom 437 where students are able to exercise their agency. Furthermore, these types of 438 activities are appropriate for an Ethnic Studies course as they provide a lens for 439 students to identify institutional/structural inequities, advocate for change at the 440 local, state, national, or international level, and to engage in healthy debate and 441 dialogue with their peers. 5619 Ibid. Page 17 of 26 442 All Ethnic Studies courses should include a community engagement/action 443 project that allows for students to use their knowledge and voice to affect social 444 transformation in their community. Teachers can utilize programs that assist 445 students in collecting data, identifying issues, root causes and implementing a 446 plan to better their environment (e.g., YPAR, Mikva Challenge Action Civics). 447 Their projects need to influence, educate, advocate or speak truth to power. For 448 example, if students decide they want to advocate for voting rights for 449 undocumented immigrant residents at the school district or city elections, they 450 can develop arguments in favor of such a city ordinance and then plan a meeting 451 with their city council person or school board member. To be convincing they 452 must do in depth research on how other cities have achieved this ordinance, 453 demographic data, police representation arguments, survey data, etc. And then 454 plan their speeches. This experience can be powerful and transformational in 455 that it instills a sense of empowerment in youth that they will carry on throughout 456 their lives. 457 This emphasis on citizenship within the pedagogy provides students with a keen 458 sense of ethics, respect, and appreciation for all people, regardless of ethnicity, 459 nationality, gender, sexual orientation, ability, and beliefs. Furthermore, 460 citizenship is a key entry point for students to discuss Ethnic Studies theories 461 like, intersectionality—an analytic framework coined by Black feminist legal 462 scholar, Kimberlee Crenshaw, that captures how multiple identities (race, class, 463 gender, sexuality, ability, etc.) overlap or intersect, creating unique experiences, 464 especially for those navigating multiple marginalized or oppressed identities. 20 465 Intersectionality helps students better understand the nuances around identity, 466 and provides them with skills to be able to engage and advocate for/with 467 communities on the margins of the margins. Further, it helps those with privilege 468 at different intersections recognize their societal advantages in these areas, and 469 build solidarity with oppressed groups. 5720 See Kimberle Crenshaw. "Mapping the Margins: Intersectionality, Identity Politics, 58and Violence Against Women of Color." Stanford Law Review 43, no. 6 (July 1991): 591241-99. Page 18 of 26 470  Stressing Literacy- Ethnic Studies, like all areas within the social sciences, is a 471 literate discipline. Students should learn the skills necessary to access 472 informational, scholarly, and literary texts. Moreover, they should be able to think 473 critically and analytically, and express themselves through strong verbal and 474 written communication (expository writing). These skills are integral to students’ 475 ability to grasp and master content, engage in inquiry, and be active and well 476 informed participants in society. The specific grade-level skills that students 477 should develop in their high school careers are described in the History–Social 478 Science Content Standards, specifically the Historical and Social Sciences 479 Analysis Skills, and in the California Common Core State Standards for English 480 Language Arts and Literacy, including the writing and reading standards for 481 history/social studies. 482 To further develop students’ literacy skills, Ethnic Studies teachers should 483 consider including literature or other language arts based texts into their courses, 484 which also speak to some of the principles of Ethnic Studies. For example, 485 including poems, plays, or literature, like the writings of Langston Hughes and 486 Zora Neale Hurston, or dramas produced by El Teatro Campesino. These texts 487 allow for teachers to discuss the literary, poetic, and theatrical devices of these 488 works, while simultaneously highlighting the hxrstory of the Harlem Renaissance, 489 and the dramas and cultural production of the Chicano and United Farm Workers 490 movements. The infusion of cultural and more Ethnic Studies based texts also 491 allow for students to see themselves reflected in the curriculum, and to imagine a 492 better world. 493  Culturally/Community Relevant and Responsive- Ethnic Studies teachers should 494 be sure that their pedagogy is both community and culturally relevant. Beyond 495 teaching content that is diverse, having an understanding of the various cultural 496 backgrounds of students, and being aware of pertinent cultural norms and 497 nuances is also important to Ethnic Studies teaching and learning. 21 For 6021 While often conflated, it should be noted that an Ethnic Studies pedagogy is not the 61same as culturally/community relevant and responsive pedagogy. The latter is but a 62facet of Ethnic Studies pedagogy. Page 19 of 26 498 example, if an Ethnic Studies educator taught a course with several Muslim 499 students that observed Ramadan, that educator might limit food-based lessons, 500 reduce physical activity, advocate for the creation of an alternative space during 501 lunch, offer additional support to those students, or even create a lesson about 502 Ramadan traditions, Islam, and Islamophobia. 503 While much of being able to develop a culturally-responsive pedagogy is about 504 the relationships teachers build with their students, operating from a holistic and 505 motivational space, tailoring lessons and assignments to speak to the needs and 506 cultural experiences of students, and staying abreast of research, trends, and 507 issues that speak to the various cultures of students is also key. 22 Furthermore, 508 Ethnic Studies educators should stay abreast of challenges impacting their 509 students’ communities, and leverage Ethnic Studies courses to implement and 510 spur discussions, assignments, and community-engaged projects around those 511 issues and/or topics.23 512Identity 513Finally, it is important that Ethnic Studies educators be aware of their own identities, 514positionalities, subjectivities, and privilege. More specifically, a reflection on how their 515identities may impact Ethnic Studies teaching and learning. With much of the field 516focusing on issues related to race and identity, teachers, especially those with limited 517Ethnic Studies knowledge, should engage in activities that allow them to unpack their 518own identities, marginalization, lived experiences, and understanding of race, culture, 519and social justice. For white teachers who may feel especially concerned with teaching 520Ethnic Studies or may be challenged, leading Ethnic Studies scholars highly 521recommend that they work through assignments like critical autobiography, critical 6322 Ibid. 6423 For More on Community/Culturally Relevant and Responsive Pedagogies see: Gloria 65Ladson-Billings, "Toward a Theory of Culturally Relevant Pedagogy." American 66Educational Research Journal 32, no. 3 (Autumn 1995): 465–91; R. Tolteka Cuauhtin, 67Miguel Zavala, Christine Sleeter, and Wayne Au, eds. Rethinking Ethnic Studies 68(Williston, VT: Rethinking Schools, 2019); Bell hooks. Teaching to Transgress: 69Education as the Practice of Freedom (New York, NY: Routledge, 1994). Page 20 of 26 522storytelling, critical life hxrstory, or keeping a subjectivity journal, to begin the process of 523“constructively situating oneself in relationship to Ethnic Studies”. 24 524Additionally, unlike traditional fields, Ethnic Studies often requires both students and 525educators to be vulnerable with each other given the range of topics discussed 526throughout the course. Thus, educators should work to build community within their 527classrooms, be comfortable with sharing pieces of their own identities and lived 528experience, be equipped to holistically navigate and respond to students’ concerns, 529discussions, and emotions, and recognize that as educators you will not always have 530the answer, thus, be open to learning from your students, and create room for teachable 531moments. 532In-Class Community Building 533Given the unique and often sensitive material and discussions that may unfold in an 534Ethnic Studies course, being able to establish trust and building community within the 535classroom are essential. Engaging topics on race, class, gender, oppression, etc., may 536evoke feelings of vulnerability, uneasiness, sadness, or discomfort, especially amongst 537students from hxrstorically marginalized backgrounds. Thus, it is imperative for Ethnic 538Studies educators to develop a pedagogy and classroom that: (1) sees the humanity 539and value in each individual student, (2) recognizes that each student has their own 540wealth of experiences and knowledge that will shape their worldviews and values, (3) is 541grounded in academic rigor, but also tends to the socioemotional development of 542students, (4) encourages students to engage each other with respect, trust, love, and 543accountability, and (5) is a space where learning is democratized and students are 544centered. 545Ethnic Studies educators are encouraged to establish community agreements or 546classroom norms in collaboration with their students, incorporate community building 547activities into lessons, and create time for regular reflection and debrief. Incorporating 548these recommendations can assist in building a welcoming environment where students 7024 Tintiangco-Cubales et al., "Toward an Ethnic Studies Pedagogy," pp 118–120. Page 21 of 26 549are able to rigorously and intimately engage Ethnic Studies and build upon existing 550interpersonal communication and collaboration skills. 551There are a wide range of existing activities that teachers can use to support community 552building in their classrooms. Activities such as “Diversity Bingo”, “Two Truths and a Lie”, 553and “Four Corners” allow students to share information about their personal background 554and experiences with the educator and their peers. The “Privilege Walk” activity allows 555students to confront aspects of potential personal privilege, and learn about the 556challenges that others face that they may not have considered. “Fear in a Hat” is an 557activity that allows students to anonymously raise issues that preoccupy them in a safe 558setting. Other activities can give students a chance to develop their language skills such 559as, “Who I Am/Where I’m From” poems. For further explanation and direction on these 560community building activities, see the appendix. 561Guidance and Support 562Like all successful instruction, teaching Ethnic Studies requires effective preparation, 563depth of knowledge, belief in students as capable learners, as well as strong 564institutional support. Drawing on lessons from San Francisco Unified School District’s 565(SFUSD) effort to build its Ethnic Studies program, districts are encouraged to support 566their teachers’ development in three key areas: 567  Useful Theory, Pedagogy, and Research- Teachers and administrators should 568 familiarize themselves with current scholarly research around Ethnic Studies 569 instruction, as well as theorizing around critical and culturally/community relevant 570 and responsive pedagogies, critical race theory, and intersectionality, which are 571 key theoretical frameworks and pedagogies utilized in Ethnic Studies research 572 and instruction. Engagement with theory and scholarly research can help 573 strengthen educators’ ability to distinguish between root causes and symptoms, 574 dispel myth from fact, and address the importance of discussing and problem- 575 solving lasting issues caused by systemic inequities. The bibliography included in 576 this document can be used as a springboard, however, it is strongly encouraged 577 that both educators and administrators consult Ethnic Studies coordinators at the Page 22 of 26 578 district level, Ethnic Studies classroom teachers offering professional 579 development, and faculty at the UC, CSU, and local community colleges. These 580 sources, contacts, and institutions can help educators and administrators stay 581 abreast of useful theory, research, and content knowledge that can be leveraged 582 in the classroom and/or professional development. 583  Ethnic Studies Content- In Ronald Takaki’s seminal text, A Different Mirror: A 584 History of Multicultural America, he articulates the need for a new “looking glass” 585 from which our society must gaze. He argues that within our national narrative all 586 communities must be able to see themselves. Thus, it is vital for teachers to 587 engage a multitude of stories, narratives, sources, and contributions of everyone 588 in America so that all students can see themselves as part and parcel of the 589 grand American narrative. For if they do not see themselves in the “mirror,” they 590 may fall victim to believing, that there is in fact nothing to see, or even worse, that 591 they, like monsters, indeed have no reflection, no meaningful nor positive 592 contribution to this society. 593 Teachers should engage various texts and perspectives when teaching Ethnic 594 Studies; be open to learning from their students; consider allowing students to 595 offer suggested texts or sources that may speak to the specificities of their 596 individual identities; and in addition to consulting other teachers, Ethnic Studies 597 coordinators, and UC and CSU faculty, draw on other instructional materials 598 approved by the State Board of Education, as well as resources provided by 599 other public institutions like local museums, archives, and libraries. 600  Academic Skill Development- Any meaningful education must equip students 601 with the necessary tools to engage and invest in their own learning. Reading, 602 writing, speaking, listening and collaboration are all critical to student success, 603 and foundational to the principles of Ethnic Studies. During lesson planning, 604 Ethnic Studies teachers should reflect upon different ways (exercises, homework 605 assignments, service learning projects, etc.) to get students to engage Ethnic 606 Studies content while rigorously developing academic skills. With fewer K–12 Page 23 of 26 607 instructional materials available for implementing Ethnic Studies, as compared to 608 traditional fields, it is integral that teachers collaborate with each other to develop 609 new units, lessons, and other instructional materials. School administrators can 610 support this collaboration by allotting time within professional development days 611 or during department meetings. 612Teacher development in these key areas can help ensure that students in Ethnic 613Studies courses will develop a firm grasp of the field, as well as critical social and 614academic literacies that equip them to meaningfully participate as confident and 615engaged citizens. 616Key Considerations for District and Site Administrators 617While effective teaching of Ethnic Studies is paramount, a supportive district and site 618leadership is just as important to the efficacy of the work. District and site administrators 619should also work to develop their understandings of Ethnic Studies instruction and 620pedagogies. Below are four ways districts can work to best support their Ethnic Studies 621teachers: 622  Consider the local hxrstory, demographics and particular needs of your 623 district/site’s students and their respective communities, including recognition of 624 the Indigenous Peoples wherever a course is being taught. Administrators should 625 consider conducting research on the cultural values, traditions, indigeneity, and 626 hxrstories of the diverse populations represented in schools. This research can 627 be done by delving into reported student data, consulting student families and 628 community stakeholders about pressing issues and concerns facing these 629 communities, or even inviting scholars specialized in the hxrstory of the 630 communities represented in the district to edify leadership and staff. 631  Be grounded and well-versed in the purpose and impact of Ethnic Studies- 632 Similar to Ethnic Studies educators, administrators should also familiarize 633 themselves with research on the efficacy of Ethnic Studies—from developing 634 strong cultural and academic identity, building academic skills, to facilitating civic 635 engagement with a service and problem-solving orientation. Again, the Page 24 of 26 636 bibliography included in this document can be used as a starting point. 637 Furthermore, administrators should work to weave the purpose, benefits, 638 principles, and impact of Ethnic Studies into the fabric of the school, and as a 639 means to educate parents and the broader community (e.g., creating a page on 640 the school’s website that speaks to Ethnic Studies and diversity explicitly). 641  Identify teachers who are willing and committed to invest in developing an Ethnic 642 Studies curriculum and pedagogy. Administrators should work within the district 643 and site departments to identify teachers with backgrounds in Ethnic Studies or 644 strong interest in teaching in the area. Conducting inner-district outreach 645 campaigns, and exploring the possibility of developing Ethnic Studies teachers 646 from the ranks of paraprofessionals and other support staff, are just two ways 647 administrators can work to recruit and develop Ethnic Studies teachers. 648 Additionally, administrators can work with local teacher education programs and 649 university Ethnic Studies departments to actively recruit and develop a pipeline 650 for individuals interested in teaching Ethnic Studies. 651  Develop, implement, monitor, and evaluate instructional support. In order for 652 teachers to provide a robust Ethnic Studies learning experience they should be 653 engaged in continual professional development, and supported by their site and 654 district administrators who are working in tandem with students and community. 655 Administrators should consider creating a department or distinct lane of work 656 specifically dedicated to developing, implementing, monitoring and evaluating 657 Ethnic Studies instructional materials and professional development (preferably 658 differentiated professional development trainings specifically based on varying 659 levels of Ethnic Studies content knowledge). Administrators can develop their 660 own models of Ethnic Studies professional development and/or instructional 661 materials by consulting other districts with well-established Ethnic Studies 662 departments and teachers. Furthermore, administrators can draw upon the 663 expertise of scholars to help create this tailored training. Page 25 of 26 664Integrating Stakeholders and Community 665With the field of Ethnic Studies being born out of a grassroots community movement, 666community partnership and accountability are central to its identity. By design, Ethnic 667Studies seeks to be community accountable and responsive. Districts and sites 668considering offering Ethnic Studies should include students, families and other 669public/community institutions (museums, community art spaces, local non-profits 670relevant to the field, grassroots/community advocacy organizations, etc.) in those plans 671and discussions to ensure that the particular hxrstories, aspirations, struggles and 672achievement of the communities present in classrooms are reflected in the course. California Department of Education, June 2019 Page 26 of 26