Step Three: Investigate Course Options

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Overview and Purpose

The purpose of Step Three is to investigate various options for implementing an ethnic studies course. Important decisions will need to be made to address the following course options:

  • Option One: Will ethnic studies be implemented as a stand-alone course? If so, how will it be implemented?
    • as a one semester course?
    • as a one year course?
    • as a series of courses?
    • as an elective available at more than one grade level?
  • Option Two: Will ethnic studies be integrated into an existing course? If so,
    • what content area(s)?
    • what grade level(s)?
  • Option Three: Thematic/Comparative Race and Ethnic Studies Approach?
    • What themes and concepts will be utilized?
    • What courses can this be integrated into?
  • Option Four: Can a combination of approaches be implemented?

As you proceed through this investigation, consider the following:

  • District Lens - which approach(es) will best meet the needs of the district and community?
  • School/District capacity - which approach(es) is/are best suited for schools, considering the capacity of staff, facilities, and funding?
  • Master schedule - which approach(es) will best align to master schedules or existing programs at schools?
Action Steps
Action Step 3.1: Develop an Ethnic Studies Pedagogy for K-12 Education

Task 3.1a The Five Elements of Pedagogical Practice

Read and discuss the goal of ethnic studies pedagogy to develop students to be able to effectively and powerfully read, write, speak, and think critically and engage in school in meaningful ways by examining the five elements of pedagogical practice. Review the Ethnic Studies Model Curriculum, Chapter Three, Links to an external site. Developing an Ethnic Studies Pedagogy for K-12 Education, pages 4-16.

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Task 3.1b Important Aspects of Pedagogical Practice

Read and discuss the goal of ethnic studies pedagogy to develop students to be able to effectively and powerfully read, write, speak, and think critically and engage in school in meaningful ways by examining important aspects of ethnic studies. Review the Ethnic Studies Model Curriculum, Chapter Three, Links to an external site., Developing an Ethnic Studies Pedagogy for K-12 Education, pages 4-16.

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Action Step 3.2: Explore Option One: Ethnic Studies as a Stand-Alone Course

Task 3.2a Discuss Advantages and Challenges to this Approach

Review the introductory paragraphs to Approaches to Ethnic Studies in the Ethnic Studies Model Curriculum that include attention to Useful Theory, Pedagogy, and Research; Ethnic Studies Content; and Academic Skill Development. Read and discuss the description of stand-alone courses. Discuss the advantages and challenges to instituting a stand-alone ethnic studies course in your school/district. Review the Ethnic Studies Model Curriculum, Chapter Three, Links to an external site. Approaches to Ethnic Studies, Stand-Alone Courses, pages 17-26.

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Action Step 3.3: Explore Option Two: Integrating Ethnic Studies into an Existing Course

Task 3.3a Discuss Advantages and Challenges to this Approach

Read and discuss the description for integrating ethnic studies into an existing course in the Ethnic Studies Model Curriculum. Discuss the advantages and challenges to integrating ethnic studies into an existing course in your school/district. Review the Ethnic Studies Model Curriculum, Chapter Three Links to an external site., Approaches to Ethnic Studies, Integrating Ethnic Studies into an Existing Course, pages 26-27.

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Action Step 3.4: Explore Option Three: Thematic/Comparative Race and Ethnic Studies Approach

Task 3.4a Discuss Advantages and Challenges to this Approach

Read and discuss the description on the Thematic/Comparative Race and Ethnic Studies Approach in the Ethnic Studies Model Curriculum. Discuss the advantages and challenges to this approach for your school/district. Review the Ethnic Studies Model Curriculum, Chapter Three Links to an external site., Approaches to Ethnic Studies, A Thematic/Comparative Race and Ethnic Studies Approach, pages 27-28.

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Action Step 3.5: Explore Option Four: A Combination of Approaches

Task 3.5a Imagine the Possibilities

Consider the advantages and challenges to each of the three options presented thus far. Consider the following conditions of your school/district to brainstorm the possibility of implementing a combination of approaches. The Ethnic Studies Model Curriculum offers a number of examples and other approaches worth exploring in Chapter Three Links to an external site., pages 28-43.

  • District Lens - which approach(es) will best meet the needs of the district and community?
  • School/District capacity - which approach(es) is/are best suited for schools, considering the capacity of staff, facilities, and funding?
  • Master schedule - which approach(es) will best align to master schedules or existing programs at schools?

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Action Step 3.6: Explore Ethnic Studies "Bright Spots" that Currently Exist in Los Angeles County

Task 3.6a Los Angeles Unified School District, Los Angeles County

The Los Angeles Unified School District has instituted the following one semester courses Links to an external site., currently offered at most high schools as electives. The district is currently reviewing and expanding course offerings to be available at all high schools to meet the graduation requirement.

  • Ethnic Studies survey course focuses primarily on four ethnic groups: African American, Asian Pacific Islander, Latino/LatinX, and American Indian
  • African American History
  • African American Literature
  • American Indian Studies
  • Literature of Minorities in America
  • Mexican American Literature
  • Mexican American Studies

More detailed information can be found below:

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Task 3.6b El Monte Union High School District, Los Angeles County

The district has taken a thematic approach to design an interdisciplinary ninth grade course for students to identify, interpret, and confront social and historical constructs of identity, race, class, ethnicity, gender, and sexuality in order to dissect their existence and position in the world. To empower students to engage socially and politically and to think critically about the world around them, Ethnic Studies documents the experiences of people of color in order for students to construct counter-narratives and develop a more complex understanding of the human experience. Students will develop a respect for cultural diversity and see the advantages of inclusion.

  • Introduction: What is Ethnic Studies? (1-2 week)
  • Unit One: Who am I?: My Personal and Social Identities (5-6 weeks)
  • Unit Two: Where am I?: Local and Community History (5-6 weeks)
  • Unit Three: What can I do?: The Role of Activism to Create Change (5-6 weeks)

More detailed information can be found below:

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Task 3.6c Long Beach Unified School District, Los Angeles County

Cal State Long Beach (CSULB) offers free dual enrollment Ethnic Studies Courses to Long Beach Unified 11th and 12th graders. Students who successfully complete courses earn both Long Beach Unified and CSULB credit toward graduation.

The primary course, U.S. Diversity and the Ethnic Experience, is a survey of four major ethnic groups (Native American, African American, Chicano/Latino American and Asian American) from the earliest periods of Native American history, through migrations to the Americas, into the present conditions of U.S. society. Special attention is given to the formation and transformation of each ethnic group and their individual and collective roles in the development of the United States.

Additional classes may be available for students that complete the primary course and wish to gain deeper knowledge in the specified content areas.

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Task 3.6d Santa Monica-Malibu Unified School District, Los Angeles County

The Santa Monica-Malibu Unified School District has developed a one-year course called ACES (American Culture and Ethnic Studies) that combines U.S. History and Ethnic Studies. The course is aligned with the Model Curriculum with a focus on African-American, Asian-Pacific Islander, Latino/LatinX, and Native American Studies with a significant focus on LGBTQ+, and themes of Intersectionality and Empathy in the opening Identity Unit. The course provides a Chronological Approach, with special attention to themes such as Identity, Migration and Displacement, and culminates with Contemporary Issues, Transformative Change, and Civic Action.

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Task 3.6e Azusa Unifed School District, Los Angeles County

The Azusa Unified School District has established a stand-alone course focused on Latino/LatinX studies. It has also reformatted an English course as an Ethnic Studies Literature course and Grade 11 History course to include Ethnic Studies.

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Task 3.6f Culver City Unified School District, Los Angeles County

The Culver City Unified School District has developed a series of Ethnic Studies courses which seeks to empower all students to engage socially and politically and to think critically about the world around them. Information regarding the inclusion of an Ethnic Studies course as a graduation requirement has also been developed.

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Task 3.6g Val Verde Unified School District, Riverside County

Val Verde Unified School District offers a number of options including a stand-alone Race, Culture, and Social Justice Senior Elective, and integrated studies in 11th grade U.S. History, English Language Arts, Physical Education, and Performing Arts.

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Action Step 3.7 Explore University of California (UC)-Approved Course Outlines

Task 3.7a UC-Approved Course Outlines in the Ethnic Studies Model Curriculum

A number of UC-Approved Course Outlines can be found in Chapter Six of the Ethnic Studies Model Curriculum. Duplicate this worksheet as needed to capture notes and thoughts regarding the implications for developing or adopting an ethnic studies course for your district.

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Action Step 3.8 A Word of Caution

Assembly Bill 101 (Amended in the California State Summit August 31, 2021) clearly states: To the extent that local educational agencies, including charter schools, choose to locally develop an ethnic studies program for approval by their governing board or governing body, it is the intent of the Legislature that local educational agencies not use the draft model curriculum that was not adopted by the Instructional Quality Commission due to concerns related to actual or perceived bias, bigotry, and discrimination.

Additional background information and guidance can be found below.

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.