Step Four: Consider Specific Curriculum Options

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Overview and Purpose

The purpose of Step Four is to provide guidance for the Ethnic Studies Committee to explore and investigate the many curriculum options developed by teacher leaders, curriculum experts, institutes of higher education, non-profit organizations, for-profit organizations, and others. Sample lessons can also be found in the Ethnic Studies Model Curriculum.

The array of existing ethnic studies curriculum vary greatly in terms of scope, focus, purpose, and format. Some center on specific ethnic groups while others offer a survey course approach. And though the Ethnic Studies Model Curriculum focuses on traditional ethnic studies first established in California higher education, characterized by the study of African Americans, Chicana/o/x and Latina/o/x, Native Americans, and Asian American and Pacific Islanders, it also clearly highlights the importance of addressing local demographics.

Given California’s diversity, the California Department of Education understands and knows that each community has its own ethnic make-up and each demographic group has its own unique history, struggles, and contributions to our state. Therefore, under the direction of State Superintendent of Public Instruction Tony Thurmond and the guidance of the IQC, this model curriculum has been written to include information on the foundational disciplines in ethnic studies, and affords local educational agencies the flexibility to adapt the curriculum to address the demographics and diversity of the classroom. The adaptations should center on deepening or augmenting, rather than scaling down any of the four disciplines.
 - Ethnic Studies Model Curriculum, Preface.
Materials Required
Action Steps
Action Step 4.1 Re-examine Chapter One of the Ethnic Studies Model Curriculum

Before considering available curriculum options, take some time to review and discuss Chapter One of the Ethnic Studies Model Curriculum Links to an external site., with particular attention to the following portions:

  • Guiding Values and Principles of Ethnic Studies
  • Eight Outcomes of K-12 Ethnic Studies Teaching

These guiding values, principles, and outcomes will inform the selection of curriculum options available.

Task 4.1a Why Teach Ethnic Studies in a K-12 Environment?

Before considering available curriculum options, take some time to review and discuss Why Teach Ethnic Studies in a K-12 Environment? from Chapter One of the Ethnic Studies Model Curriculum Links to an external site..

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Task 4.1b How Do You Teach Ethnic Studies in a K-12 Environment?

Before considering available curriculum options, take some time to review and discuss How Do You Teach Ethnic Studies in a K-12 Environment? from Chapter One of the Ethnic Studies Model Curriculum Links to an external site..

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Task 4.1c Guiding Values and Principles of Ethnic Studies

Before considering available curriculum options, take some time to review and discuss Guiding Values and Principles of Ethnic Studies from Chapter One of the Ethnic Studies Model Curriculum Links to an external site..

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Task 4.1d Eight Outcomes of K-12 Ethnic Studies Teaching

Before considering available curriculum options, take some time to review and discuss Eight Outcomes of K-12 Ethnic Studies Training from Chapter One of the Ethnic Studies Model Curriculum Links to an external site..

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Action Step 4.2 Explore Sample Curriculum

Task 4.2a Sample Curriculum

Utilize the Guiding Values and Principles of Ethnic Studies and the Eight Outcomes of K-12 Ethnic Studies found in the Ethnic Studies Model Curriculum, Chapter One Links to an external site. as your guide when reviewing curriculum.

PLEASE NOTE: Some materials may espouse a particular author’s/publisher’s own political views. The Los Angeles County Office of Education does not endorse any of the resources listed below. Your district should review all content for appropriateness with respect to use in your classrooms.

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Action Step 4.3 Identify Resources to Inform Instruction

Task 4.3a Ethnic Studies Model Curriculum, Chapter Five Lesson Resources

A number of resources exist that may inform ethnic studies courses developed internally by your district. Several can be found in the course options found in Step 3, in the sample lessons listed above, or in Chapter Five of the Ethnic Studies Model Curriculum.

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Action Step 4.4 Consider Alternative Actions for Reviewing Options

Task 4.4a Determine the need for additional program review such as: Piloting Programs, Teacher Analysis of Similar Lessons, Student Input on Programs

Optional program review is a local control decision. Districts may choose to use an optional program review task based on the recommendation of the adoption committee, district leadership, past practice, or other variables. If the district determines that an optional review is not necessary or feasible, then the committee will proceed directly to Step Five, Making Decisions.

Piloting Programs

The following guidelines regarding Piloting of Programs, Teacher Analysis of Similar Lessons, and Student Input on Programs were included in the 2018 Adoption Toolkit for History-Social Science, published by the California County Superintendents Educational Services Association (CCSESA). You may find these guidelines useful in piloting material for your ethnic studies course.

The most comprehensive option is to pilot programs in selected classrooms. Consider the following guiding principles when planning for piloting programs:

  • Use the program in a representative sample of classrooms for a specific period of time during the school year.
  • The time frame should last a minimum of six weeks.
  • The adoption pilot teachers will pilot each program being reviewed in their assigned program for a minimum of one unit.
  • Ensure that teachers are comparing similar components of competing programs by standardizing the components being piloted.

Teacher Analysis of Similar Lessons

Teachers compare publisher programs. Duplicate a similar lesson from each program and hide/cover the name of the publisher (if possible). Teachers analyze each lesson for strengths and weaknesses, then compare programs and determine which ones they would recommend for adoption.

Student Input on Programs

To gather additional information, teach a similar lesson for each program under consideration. Conduct a student survey of the lessons you have just taught. Create a series of survey questions that will focus on the lessons or use the suggestions below. Put students in small groups to review the two lessons and respond to survey questions. Follow the instructions below.

Instructions for Teachers
  1. Teach a lesson from one of the programs under consideration.
  2. Have students work individually or in small groups of three or four.
  3. Following the lesson, have students work individually or in small groups to answer the survey questions.
  4. Set guidelines for group discussion where students take turns discussing and answering questions about the book.
  5. Students rate the lesson using the questions and rating scale below. Consider using an electronic data collection tool.
  6. Repeat the process for the other program under consideration.
Directions for Students

Look through the student edition of the history/social science textbook and reflect on the lesson. Answer the following questions:

  1. Was the lesson interesting and engaging?
  2. Was the text easy, just right, or too difficult?
  3. Describe what you learned from the lesson.
  4. Describe the features of the lesson that helped you learn.
  5. Was there anything you didn’t like in the lesson? If so, describe.
  6. Rate the lesson from 1-4
    1. not very good
    2. okay
    3. good
    4. excellent

PLEASE NOTE: Detailed guidance on piloting textbooks and instructional materials, refer to the January 2015 California State Board of Education Policy Guidelines for Piloting Textbooks and Instructional Materials included below may provide additional support and guidance. It can be downloaded at: https://www.cde.ca.gov/ci/cr/cf/documents/impilotingguidelines.doc Links to an external site.

Action Step 4.5 Establish a Process and Timeline for Review

Task 4.5a Establish a Process and Timeline for Review

Identify the various tasks to be completed, the individuals responsible for each, and a timeline for completion.

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Step One
Establish a Committee
Step Two
Develop the District Lens
Step Three
Investigate Course Options
Step Four
Consider Specific Curriculum Options
Step Five
Make Decisions
Step Six
Prepare for Implementation

The Ethnic Studies Adoption Toolkit was developed by the Los Angeles County Office of Education Links to an external site.