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Administrators, Do your teachers need assistance with including the contributions of Blacks in America in their history lessons?
Let's NARROW the gap in our history lessons.
It is important that all students to see themselves
reflected in the curriculum.
Remember, Black History is American History.
Black history should be taught all year to ensure our children experience a more inclusive American History.
Today we’re here to fortify your knowledge base to include Black history easily into your curriculum.
Please enjoy the class!
In-person, Zoom or Online!
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.
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.
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.
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.
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.
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.
Watch the short video about our Class for Educators.
Schedule your school site today!
Class times range from 3:00p - 5:30p
The Online course can be found on the Union Institute and University website here.
Pre-registration required for in-person
Taught by: Tamara Shiloh
For more information please contact: email@example.com
COURSE DESCRIPTION: This course demonstrates the ease in which Black History can be taught all year. Providing resource tools and examples of how easily this can be accomplished.
What we will cover:
• Why teaching Black History is important
• History of Black History
• Worksheets of various African Americans or Black history historical events
• Lesson Plan Examples
• How to create Black History Lesson Plans
• Suggested List of Children’s Books
• How to Select Culturally and Historically Responsive Text
• Games, videos and more!
Participant engagement throughout each module
Feedback required after each class
Discussion of feedback during each subsequent class
About the Class Creator
Tamara Shiloh is the author of two books in the seven-book series for children highlighting African American inventors and scientists Just Imagine...series, as well as an elementary-grade picture book for Scholastic. She pens the weekly Black History column for The Richmond Post and has a podcast, Once Upon a Time in Black History.
Owner of the Multicultural Bookstore and Gifts in Richmond, Calif., Shiloh has a non-profit, Just Imagine KidZ, that offers after school and summer Black History programs and classes for kids. Teaching children about the history of Blacks in America has been her mission for more than 25 years. She is persistent with advising educators that Black History is American History and can and should be taught all year.
You can reach Tamara at firstname.lastname@example.org
Black History Class for Educators 3-module professional development course)
10 Lesson Plans
3 Videos per lesson plan
Certificate of Completion
3 Continuing Education Credits
Process for immediate Implementation
Bibliography of African American kids’ books plus teachers resource books
*Can also provide books of other cultures
15% Discount on books that you would like ordered from the thousands of titles
from the Multicultural Bookstore (www.multiculturalbookstore.com)
For more information contact Lou Schuster at email@example.com