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Environmental Literacy & Sustainability Initiative - San Mateo County Office of Education

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The SMCOE Environmental Literacy and Sustainability Initiative supports educators in building their capacity to actively integrate environmental sustainability into their school communities, classrooms, and programs.

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Request military records and learn about other services for yourself or a family member.

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Primary Source Analysis Tools

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Historical Thinking Project

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History-Social Science Links

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Instruction

History-Social Science (HSS) Instruction
Content standards and framework guidance to assist students in mastering historical facts, historical themes, and the connections between the past and present.

General Resources

See the Quality Professional Learning Standards in action! Professional Learning Stories is a collection of videos and resources showcasing high quality professional learning systems in California schools and districts.

In this video focusing on HSS, learn how Kern High School District partnered with the California HSS Project to create a strong professional learning system to implement collaboration and shared accountability.

Constitution Day and Citizenship Day

Programs for Students

National History Day - California
This year-long educational program encourages students to explore local, state, national, and world history. Student projects can be entered into a series of competitions, from the local to the national level, where they are evaluated by professional historians and educators.

United States Senate Youth Program
Annual scholarship competition administered by the California Department of Education (CDE).

Electronic Mailing List

Additional Information

Questions: Professional Learning Innovations Office | PLIO@cde.ca.gov | 916-323-6269

Last Reviewed: Thursday, July 1, 2021

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History-Social Science (HSS) Instruction Content standards and framework guidance to assist students in mastering historical facts, historical themes, and the connections between the past and present. See the Quality Professional Learning Standards in action! Professional Learning Stories is a collection of videos and resources showcasing high quality professional learning systems in California schools and districts.

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Historical Thinking Project

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2016 - History-Social Science

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History-Social Science Framework - History-Social Science Framework (CA Dept of Education)

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The State Board of Education adopted the History-Social Science Framework on July 14, 2016. This is the final digital version of the Framework.

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Reviewer Information

Application to Serve on the Review Panel was closed on October 31, 2016.

List of Appointed IMRs
State Board of Education appointed Instructional Materials Reviewers (IMRs) on January 11, 2017.

References

2005 History-Social Science Adoption

Grades 9- 12 Standards Map Template and Instructions

Selected History-Social Science Topics

Black History

Did You Know About...?

Brown vs. Board of Education

American Bar Association Division for Public Education

Dialogue on Brown vs. Board of Education (PDF)

Lesson Plans

California Legislative Recommendations 2009-10

César E. Chávez

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

Constitution Day and Citizenship Day

Background
Includes recommendations for observing this occasion held on September 17th each year.

Resources
Includes excerpts from the History-Social Science content standards.

Human Rights and Genocide

Presidential Libraries

September 11, 2001

Sikhs in California

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Application to Serve on the Review Panel was closed on October 31, 2016. List of Appointed IMRs State Board of Education appointed Instructional Materials Reviewers (IMRs) on January 11, 2017. 2005 History-Social Science Adoption Grades 9- 12 Standards Map Template and Instructions Selected History-Social Science Topics Black History Did You Know About...?

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College, Career, & Civic Life

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2016 - History-Social Science

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History-Social Science Framework - History-Social Science Framework (CA Dept of Education)

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The State Board of Education adopted the History-Social Science Framework on July 14, 2016. This is the final digital version of the Framework.

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_Course Level Planning for Inquiry Worksheet.pdf

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SHEG - Stanford

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History Lessons | Stanford History Education Group

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This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on historical issues and learn to make historical claims backed by documentary evidence.

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History-Social Science Padlet

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History-Social Science PD Videos

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Collapse All Expand All

Module 1 describes the urgent need and importance of civic learning in schools across the nation and in California. Conversation with Ted McConnell, Executive Director of the Campaign for the Civic Mission of Schools focuses on the NAEP 2014 results in U.S. History, Geography, and Civics and other data that point to the consequences of marginalized civic learning and the need to reverse this trend. The Guardian of Democracy Report, the Civic Mission of Schools' Six Proven Practices, and the Report of the California Task Force on K-12 Civic Learning offer valuable insights and resources to address the marginalization of civic learning and the civic opportunity gaps that exist in schools.

Handouts:
* Guardian of Democracy* Understanding a Diverse Generation CIRCLE Report* Democracy for Some* California Task Force on K-12 Civic Learning Report

Module 2 provides an overview of the California Democracy School Civic Learning Initiative that has institutionalized high quality civic learning across twelve high schools in Los Angeles and Orange Counties in California. Conversation with Ryan Stough, the California Democracy School Civic Learning Coach offers a systems approach to identify important civic competencies of students, nurture a school environment, and build educational support systems to adopt civic learning as an important outcome for all students. The module describes the five essential elements of a high quality civic inquiry and investigation: Inquiry - Investigation - Civil Dialogue - Communicate Conclusions - Take Informed Action. Elements of professional development, assessment, programming, alignment to the Common Core State Standards, the C3 Framework for Social Studies State Standards, Partnership for 21st Century Learning and the Civic Mission of Schools along with video vignettes provide tips and tools for introducing the California Democracy School Initiative to your school.

Handouts:
* California Democracy School Planning Guide
* Civic Inquiry and Investigation Rubric

Collapse All Expand All

Modules 5, 6, and 7 demonstrate three techniques for engaging students in civil dialogue about controversial issues, a critical component of all civic inquiry and investigations. Module 7 opens with a powerful conversation with Dr. Diana Hess, Dean of the School of Education at the University of Wisconsin-Madison who authored Controversy in the Classroom, The Democratic Power of Discussion and co-author of The Political Classroom, Evidence and Ethics in Democratic Education. Dr. Hess is considered the leading authority on the critical need and practice of discussion and dialogue about controversial issues in classrooms.

Module 7 continues with a description of the criteria for an exemplary civil dialogue and demonstrates what the Structured Academic Controversy technique looks like in the classroom of Martha Chacon at Santa Monica High School in the Santa Monica-Malibu Unified School District using a lesson from the Constitutional Rights Foundation Deliberating in a Democracy program, entitled "Educating Non-Citizens."

Handouts:
* Civic Inquiry and Investigation Rubric
* Classroom Observation Tool
* Deliberating in a Democracy: Educating Non-Citizens
* Structured Academic Controversy Powerpoint Slides

This culminating module of the series offers a general overview of the California Democracy School Civic Learning Initiative and its outcomes. Dr. Tiffany Berry, Associate Director of the Claremont Evaluation Center at Claremont Graduate University discusses the findings of her evaluation of the Initiative. She describes the structures that need to be in place to effectively institutionalize civic learning across schools and the barriers to implementation.

Discussion with Michael Matsuda, Superintendent of the Anaheim Union High School District highlights the impact of the California Democracy School initiative on the civic competencies and dispositions of students, the instructional practices of teachers, and the climate and culture of the school and school community. Testimonials from students, teachers, school administrators, board members further validate the power of civic learning in preparing the next generation to become informed, responsible, engaged citizens in our American democracy. The module concludes with a video montage of the 2016 California Democracy School Showcase Event held at the Ronald Reagan Presidential Library that recognizes and celebrates the twelve high schools as California Democracy Schools.

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Collapse All Expand All Module 1 describes the urgent need and importance of civic learning in schools across the nation and in California. Conversation with Ted McConnell, Executive Director of the Campaign for the Civic Mission of Schools focuses on the NAEP 2014 results in U.S.

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GenEd is a nonprofit organization assisting educators in teaching about human rights and genocide, particularly the Armenian Genocide, as the predecessor of the pattern of genocides that followed. GenEd develops instructional materials and provides workshops, consultation and presentations.

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Genocide Education Project | Genocide Education Project

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GenEd is a nonprofit organization assisting educators in teaching about human rights and genocide, particularly the Armenian Genocide, as the predecessor of the pattern of genocides that followed. GenEd develops instructional materials and provides workshops, consultation and presentations.

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RRCHNM Events

Dr. Jessica Mack, a postdoctoral fellow at RRCHNM, will chair and present in a panel titled "Building Modernization: Urban Megaprojects in 20th Century Latin America" at the Conference on Latin American History's 2021 annual meeting. Dr. Mack will present her work titled "Building the Lettered City: Planning and Construction in Ciudad Universitaria, 1950-54." You can watch the panel online on Sunday, January 10, at 4:30 p.m. See all events

News

Episode 2 of The Green Tunnel podcast launched today. In this episode we tell the story of the settler communities that existed along the route of the Appalachian Trail before the AT arrived. We've chosen three examples of those communities, each of which helps tell the story of life in the Appalachian mountains before Benton [...]

Read more of the news

Featured Project

The Roy Rosenzweig Prize for Innovation in Digital History is sponsored jointly by the American Historical Association (AHA) and the Roy Rosenzweig Center for History and New Media (RRCHNM) at George Mason University. This nonresidential prize is awarded annually to honor and support work on an innovative and freely available new media project, and in particular for work that [...]

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Roy Rosenzweig Center for History and New Media

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Dr. Jessica Mack, a postdoctoral fellow at RRCHNM, will chair and present in a panel titled "Building Modernization: Urban Megaprojects in 20th Century Latin America" at the Conference on Latin American History's 2021 annual meeting. Dr. Mack will present her work titled "Building the Lettered City: Planning and Construction in Ciudad Universitaria, 1950-54."

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Grape Boycott

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Forgotten Filipinos

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These days, grapes in the grocery store don't seem that controversial. But 50 years ago, a historic workers' strike in the vineyards of California's Central Valley set in motion the most significant campaign in modern labor history: the Farmworker Movement.

The United Farm Workers and Cesar Chavez are widely known: They first came to prominence as the face of a strike of grape pickers in the 1960s that prompted an international boycott of table grapes. But there's a part of that movement's history that's rarely told - and it traces back to Delano, Calif., a pretty typical hot, dry farm community.

In this town's unassuming corners, the true story of the Delano Grape Strike unfolded. There's a white stucco building on the edge of town where Chavez held his first hunger strike, and a high school auditorium where then-Sen. Bobby Kennedy spoke in support of the farmworkers.

Long-time resident Roger Gadiano leads college students and others on tours of these places and to Filipino Hall. It's acommunity center, but to Gadiano, " this is a shrine. I guess it's our Selma. This is it!" he says.

Because it was here that, on the night of Sept. 7, 1965, farmworkers - almost all Filipino - voted to go on strike the next day.

"We're a part of a big history, which is bold. We took a step that no one would take," he says. The hall served as the hub of activity for the first years of the Farmworker Movement.

Gadiano drives to the cemetery, and gets out near the simple gravesite of the father of the Delano Grape Strike, Larry Itliong.

"He, gave our people some dignity. He gave his guts," Gadiano says.

During Philippine Weekend, a cultural celebration and kind of family reunion, a group of young women say they never learned about the farmworker movement in school. Anhelica Perez says her Latina grandmother and other relatives actually participated in the strike and ensuing boycott. "So it was active family history, but it was not taught - or talked about - at all," she says.

Even though she's in her late 20s, Melanie Retuda says she learned about the Filipino origins of the strike only last year. "I'd known of Cesar Chavez and Hispanics being involved," she says. "Being Filipino, it's like, 'Wow.' Filipinos actually made an impact in the process. It makes me proud that they were involved."

Perez is outraged that this history is not known, because the actions those Filipinos took improved her family's lives. "I mean, I'm extremely proud that Cesar Chavez was the right face at the right time, but a lot of the dirty work was already done."

For decades the migrant, bachelor, Filipino farmworkers - called Manongs, or elders - had fought for better working conditions. So in the summer of 1965, with pay cuts threatened around the state, these workers were prepared to act, says historian Dawn Mabalon.

"They're led by this really charismatic, veteran, seasoned, militant labor leader Larry Itliong," she says.

He urged local families in Delano to join Manongs in asking farmers for a raise. The growers balked. Workers gathered at Filipino Hall for a strike vote.

"The next morning they went out to the vineyard, and then they left the crop on the ground, and then they walked out," Mabalon says.

Cesar Chavez and others had been organizing Mexican workers around Delano for a few years, but a strike wasn't in their immediate plans. But Larry Itliong appealed to Chavez, and two weeks later, Mexican workers joined the strike.

Soon, the two unions came together to form what would become United Farm Workers, with Larry Itliong as the assistant director under Chavez.

Mabalon says, "These two groups coming together to do this? That is the power in the Delano Grape Strike."

It took five years of striking, plus an international boycott of table grapes, before growers signed contracts with the United Farm Workers.

Those years weren't easy: on strikers, families, or Delano.

As the son of the only Filipino grocer in the region, Gadiano knows that well. The store was popular with both townspeople and workers in the labor camps where - even during the strike - his family delivered fish, meat and sticky rice.

For striking families, "we were giving them credit to pay us back when work started," Gadiano recalls. "We carried hundreds of families. We were stuck in the middle because we had the store."

"There was a strange division among us," says Alex Edillor. He was just 11 years old when his parents walked off the fields. After a few weeks they felt they had to return to work. Edillor remembers the tension, even in church.

"Kinda split down the middle of the church: This is where the strikers went, this is where the people who went back to work went," he recalls.

Edillor says it's important for people today to learn about these efforts. "Not only is it a point of pride, it's a point of fact," he says, then tears up. "Just understand that we stand on the shoulders of people who struggled before us."

"I feel the hurt of a generation," says historian Dawn Mabalon. "But it's also on us. It's our story. It really demands our love and attention and respect, and we need to tell this story."

That's happening more and more. Mabalon is writing a biography of Larry Itliong. Edillor and Gadiano organized a celebration in Delano over Labor Day weekend. And a documentary on the Manongs came out last year.

Recently, California Gov. Jerry Brown signed two pieces of legislation, one recognizing Larry Itliong Day, the other requiring public schools to teach this history.
Lisa Morehouse is an independent journalist based in California. This story was produced in collaboration with KQED's The California Report and the Food & Environment Reporting Network, an independent, nonprofit, investigative news organization.

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Grapes Of Wrath: The Forgotten Filipinos Who Led A Farmworker Revolution

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Cesar Chavez inspired the world; Larry Itliong inspired Cesar Chavez. In 1965, the Filipino laborer led California grape pickers on a strike that would spark the modern farmworker movement.

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Cesar Chavez & The Filipinos

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On a dusty Thursday evening, a couple hundred yards across the railroad tracks from old town Delano, California, Roger Gadiano ambles out of his one-story house to conduct his usual tour.

The gray-haired Filipino man grew up in Delano and can tell you not only his own story but also the story of a small, seemingly prosaic agricultural town. He hops into his aging pickup and points out passing landmarks that any outsider might consider bleak and forgotten: a rundown grocery store, a vacant lot, the second story of an old motel.

Gadiano is one of the few Delano residents left who remember the town's true history

To Gadiano, these places are anything but forgotten.

One of the stops on his tour is a graveyard, where he walks to a headstone in the middle of the grounds. This, he proudly declares, is where his old cigar buddy, Filipino labor leader Larry Itliong, is buried.

Gadiano notices dirt on Itliong's stone. He returns to his truck for a towel and wipes away the mess. Once the headstone is legible again, he stands up and surveys his work. "There," he grumbles. "Not that Larry really would've cared, but I care."

Larry Itliong's tombstone.

Gadiano is one of the few Delano residents left who remembers the town's true history: of hardship, resistance, and resilience in the face of less-than-promising odds. Some fifty years ago, the manongs, elderly Filipino immigrant laborers, abandoned their posts and walked off the grape fields in protest. Their action spearheaded a strike and subsequent boycott that lasted five years. The event would become known as the Delano Grape Strike of 1965.

The Filipinos' decision to strike turned into a very public battle that appealed not only to other workers but to sympathetic middle-class consumers, as well. Their effort would ultimately have far-reaching implications for workers of color in rural America.

Cesar Chavez, Dolores Huerta, and the United Farm Workers of America are famous names, but history tends to overlook the role that the Filipino manongs played in it all. A successful strike required sacrifice by two groups, not just one. "There would be no Cesar Chavez without Larry Itliong," Gadiano explains. "He was the guy doing the dirty work."

Roger Gadiano.

An unsung hero, hard around the edges, Larry Itliong never bragged about his work and always put the cause above everything else, says San Francisco State University history professor Dawn Mabalon. Before he moved north to Delano, Itliong spent the spring of 1965 fighting alongside grape workers in the Coachella Valley to raise their hourly pay from a meager $1.10 to $1.40.

The Filipinos' decision to strike marked a beginning to the most significant labor movement in U.S history

After a fight, and many incarcerated strikers, they secured the higher pay. The Delano manongs, meanwhile, expected their wages to improve given the Coachella victory but were dismayed to discover otherwise. At Filipino Community Hall on the evening of Sept. 7, 1965, the group decided to go on strike the following day.

The next morning, the workers picked ripe grapes until noon, when they left the fruit sitting underneath the vines. Then, 1,500 laborers walked off the fields, heading toward Filipino Community Hall.

But another group remained in the fields: The Chicanos continued to work, negating the impact of the Filipino strike by crossing the picket lines. Though these two groups were familiar with each other in town, it was a different story in the fields. The two crews were separated by ethnicity, interacting very little throughout the monotonous workday.

Picture of the manongs inside Agbayani Village.

The growers capitalized on this. If one group struck, the growers would use the other group to break the strike.

Lorraine Agtang, who was in school in Delano during the strike, explains that pitting the two ethnic groups against each other was what kept the growers powerful. "When working, the grower would tell our crew how the Mexican crew had picked more grapes than we had," she recalls. "I was a mestizo, half-Filipino and half-Mexican. I always felt torn between the two cultures."

A successful strike required the sacrifices of two groups, not just one.

Itliong, along with other Filipino leaders like Philip Vera Cruz, Pete Velasco, and Andy Imutan, realized that if they were going to win the strike, they could not proceed alone. Together, with Itliong as regional director, these men led and organized the Agricultural Workers Organizing Committee (AWOC). They reached out to Chavez and Huerta, who had formed the mostly-Chicano National Farm Workers Association (NFWA).

Initially, Chavez felt unprepared to go on strike, but he, too, understood that overcoming the growers would require a multiethnic effort, explains Mabalon. Ten days after the manongs walked off the fields, the Mexicans voted to join their "brothers" on strike. For the first time, the two groups ate meals and organized workers together, united around a common goal. But the five years it took to reach a resolution weren't easy for anybody.

"[Itliong] didn't necessarily agree with everything that Cesar Chavez did, but he gritted his teeth for the sake of building a union. He made mistakes. Chavez made mistakes, too," says Mabalon. Some Filipinos grew frustrated when the Filipino Community Hall was named the headquarters for the strike. When people of both ethnicities started using the space, many Filipinos felt it was being taken away from them.

Grape field in Delano California.

Alex Edillor, a Filipino who also was in school in Delano during the strike, recalls the tension and segregation, even within the Filipino community. "Many families returned to work after several weeks, and the town became divided. Ours was one of those who quit the strike because my parents needed to pay rent and other bills and clothe and feed my sister and me," he remembers. "I recall tensions about whom we sat with in church, whom we played with in school."

Gadiano says Filipinos were called racist terms like "monkey" by the farmers, their children, and other white community members. "The strike turned everything upside down," he says. "It was hard because the white kids just didn't understand what we were doing."

But the five years it took to reach a resolution weren't easy for anybody.

After several years of unsuccessful picketing, the movement called for a national boycott of table grapes. It was at this point that Delano attracted international attention, along with that of much of America's sympathetic white middle class. The big businesses were finally taking a hit where it hurt: their wallets.

"Cesar became the face of the movement," says Gadiano. "And then look at Larry. He had dark glasses, a Fu Manchu, and a cigar. He looked like a tough guy-and he was." Itliong was relegated to a secondary role within the UFW, and Chavez emerged as the leader of the farm workers labor struggle.

Picture of Cesar Chavez and Larry Itliong at Forty Acres.

It took years to resolve the strike. The first union contracts were signed on July 29, 1970. Chavez said 95 percent of the strikers had lost their homes, cars, and most of their possessions. But in losing those things, they also had found themselves. Despite all the disagreements, a powerful bond existed. "The cause is always above a single personality, that's what Philip [Vera Cruz] used to say. It was beyond him, beyond me. It's crazy to think about. I lived it," says Gadiano.

Agtang agrees: "That grape strike and boycott would not have succeeded without genuine solidarity" between the two groups. "And that lesson is as important and meaningful today as it was five decades ago," she explains. "Larry and Cesar insisted that the workers eat together and hold joint union meetings. They insisted grape strikers from both races share the same picket lines. As a result, people got to know one another and friendships grew."

That high regard runs both ways.

One of Chavez's grandsons, Andres, spends his time speaking and educating people about his grandfather's work. He grew up in La Paz, a Central Valley community in Keene, California, which is also home to the National Chavez Center. He explains that his family has always spoken fondly of the Filipinos and that his father refers to them as his uncles. "My dad tells me about going to his uncles' houses to eat Filipino fish head soup for dinner," he says. "Apparently, it wasn't bad!"

Mabalon believes there is a basic cultural and historical amnesia regarding Asian American contributions in the United States. Gadiano believes that the UFW and the Chicanos wanted to preserve their own history and didn't do much to promote the Filipinos in the process. It's hard enough for one group of color to have a moment in U.S history, he says, but two? Forget about it.

The big businesses were finally taking a hit where it hurt: their wallets.

The younger Chavez understands that the Filipinos have, for the most part, been left out of the history books, but he believes that more collaboration between his grandfather's foundation and the Filipinos will garner ammunition to continue the fight.

"The power and success of this movement stemmed from the fact that it was a multicultural movement, comprised of people of all ages, genders, backgrounds, cultures, and walks of life," he says. "Together they were powerful; together they made change."

After contracts were signed, though, the newly formed bonds among union leaders didn't last. Concerned about what they saw as top-down leadership, Itliong and other Filipinos started leaving the union in 1971.

As for the manongs who started it all, many were too old, at that point, to return to work. Community members, along with thousands of international volunteers, built the Paulo Agbayani Retirement Village in 1974 to provide a place for the original picketers-the manongs-"to live out their final years in dignity and security." Agbayani, for whom the structure is named, died on the picket line of a heart attack.

Today, the site pays tribute to the manongs and the farm workers movement by displaying artifacts and pictures from the time period and preserving the site as it once was.

For Filipino Americans, the strike signified a paradigm shift in Delano. Edillor, who is now deeply involved with the Filipino American Historical Society, stresses the importance of passing this story on. "Delano is the waking up," he says. "The strike symbolized that Filipinos have a hand in how we create our experience in the United States. It helped establish a Filipino-American identity."

"Together they were powerful; together they made change."

This past summer, California Gov. Jerry Brown declared Oct. 25 as Larry Itliong Day and required that public schools teach about Filipino involvement in the strike. In Union City, California, north of Delano, Alvarado Middle School was renamed Itliong-Vera Cruz Middle School, the first time that a school in the United States has been named after Filipino Americans.

Though these small recognitions are significant, Itliong and the manongs are essential figures for young Asian Americans to know, particularly when they're flipping through history books looking for Asian faces. The empowering history and the mistakes are important. The story of the brave manongs who fought and won should be taught along with accounts of injustices like Chinese exclusion and Japanese incarceration.

The vibrant Filipino community is what drew Gadiano's father here in the first place. The Central Valley was where the work was, where housing was affordable, and where the lengthy stretch of dusty towns, north to south, became home to a thriving mix of international communities. There is nothing flashy in Delano. There is something much better.

Close of up the mural in old town Delano California depicting Larry Itliong Cesar Chavez Philip Vera Cruz.

Between several large agricultural warehouses, sits a small, unassuming white building with "FILIPINO COMMUNITY HALL" painted boldly across the front. Located in the older part of town, the center is still a gathering place for members of the Filipino community today.

On a Saturday, the building bustles with energy for a Filipino American Historical Society plaque dedication, commemorating the 50 th anniversary of the strike. Elderly Filipinas gossip at a corner table, Edillor cracks jokes with community members, and "Lupang Hinirang," the Philippine National Anthem, is sung with the same vigor as the rendition of the "Star Spangled Banner" that follows.

There is nothing flashy in Delano. There is something much better.

Gadiano, who can point at any photograph along the walls at Filipino Community Hall and rattle off an anecdote, explains that Delano hasn't changed much in character. Its businesses have signs outside that have clearly been hanging there for years, a little faded but still readable, and he's lived next to the same family for as long as he can remember.

Why stay in Delano? Gadiano's answer is simple: It's home. "This is my place. Wherever I go, my heart goes back to Delano," he explains. "A lot of people grow up and they forget their roots, but I'm still living in my roots. This is it."

It is people like Gadiano, Agtang, and Edillor that keep the manongs' legacy intact. Though 50 years have passed, the spirit of the strike exists everywhere-maybe just not overtly.

Stereotypes tell the story of the "quiet" or "successful" Asian, but Larry Itliong, Philip Vera Cruz, Andy Imutan, Pete Velasco, and the rest of the manongs tell a different story.

And that is a story worth telling.

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The Little-Known Farmworkers Who Sparked the Biggest Labor Movement In U.S. History - YES! Magazine

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On a dusty Thursday evening, a couple hundred yards across the railroad tracks from old town Delano, California, Roger Gadiano ambles out of his one-story house to conduct his usual tour. The gray-haired Filipino man grew up in Delano and can tell you not only his own story but also the story of a small, seemingly prosaic agricultural town.

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For over twenty years, Our Family Coalition has provided community-building and support for LGBTQ+ families with children, prospective parents, youth, allies, community partners, and volunteers.

We offer a wide range of programming - 250-300 events annually - including informational workshops, peer- and professional-led support groups, field trip outings, seasonal celebrations, informal meet-ups, play groups, and more in both San Francisco and the East Bay.

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For over twenty years, Our Family Coalition has provided community-building and support for LGBTQ+ families with children, prospective parents, youth, allies, community partners, and volunteers. We offer a wide range of programming - 250-300 events annually - including informational workshops, peer- and professional-led support groups, field trip outings, seasonal celebrations, informal meet-ups, play groups, and more in both San Francisco and the East Bay.

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Join the 2020 #LGBTQHistorychallenge. See the calendar of events for LGBTQ History Month activities around the state.

This website is dedicated to "Teaching LGBTQ History" which primarily focuses on providing resources and materials that fulfill the requirements put forth by the FAIR Education Act with regards to LGBTQ history.

As Tom Adams, Deputy Superintendent of the California Department of Education once stated, "These standards are the floor, not the ceiling, for what we want to teach." As the website and resources develop, we will be including lesson plans and materials that educators in California, and beyond, can use to teach about LGBTQ history in every time period.

This site serves as a comprehensive reference hub for information regarding the FAIR Education Act, as well as for History Framework Lesson Plans and General LGBTQ Lesson Plans, and resources to support teachers as they work with the new content required by the FAIR Education Act. We are honored to work together with you to help California's history and social sciences education be more Fair, Accurate, Inclusive and Respectful for all K-12 students.

The dozens of lesson plans, books, and video resources are sorted into Elementary School ( Framework and General), Middle School ( Framework and General), and High School ( Framework and General) grade-levels. Once you've used a lesson plan or a resource, please consider providing feedback, to help fellow educators benefit from your experience. Our Resources page list additional sources for LGBTQ history materials.

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FAIR - ACCURATE - INCLUSIVE - RESPECTFUL Join the 2020 #LGBTQHistorychallenge. See the calendar of events for LGBTQ History Month activities around the state. This website is dedicated to "Teaching LGBTQ History" which primarily focuses on providing resources and materials that fulfill the requirements put forth by the FAIR Education Act with regards to LGBTQ ...

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The content standards adopted by the California State Board of Education are listed below: Printed publications can be purchased from CDE Press Educational Resources Catalog.

Current Standards

Search the California Content Standards
This application contains the 12 California content standards. The application is designed so educators can quickly find, search, and sort relevant standards across disciplines to aid in instructional planning and assessment. This is a web view of our available mobile application, which we encourage you to download. You can find more information about the mobile application on the CA Standards Mobile Application web page.

English Language Arts

Mathematics

English Language Development

English Language Development 2012

Brochures for Parents/Guardians
These brochures on the ELA/literacy standards provide parents/guardians insights into what their children are learning as they progress through the grade levels. The brochures also offer suggestions for parents/guardians to support their students' learning and a list of additional resources.
Spanish

Career Technical Education

Computer Science

Health Education

History-Social Science

History-Social Science, Adopted October 1998 (PDF)

Brochures for Parents/Guardians
These brochures on the history-social science framework provide parents/guardians insights into what their children are learning as they progress through the grade levels. The brochures also provide a brief summary of the instructional shifts in the framework.

Model School Library

Physical Education

Science

California Next Generation Science Standards

Brochures for Parents/Guardians
These brochures on the science standards provide parents/guardians insights into what their children are learning as they progress through the grade levels. The brochures also offer suggestions for parents/guardians to support their students' learning and a list of additional resources.
Spanish

Arts Education

The State Board of Education (SBE) adopted the California Arts Standards for Public Schools, Prekindergarten Through Grade Twelve ( Arts Standards) on January 9, 2019.To download the publication version of the standards, select the link below:

Information about the 2019 Visual and Performing Arts Content Standards Revision is available on the California Arts Standards Web page.

World Languages

The State Board of Education (SBE) adopted the World Languages Standards for Public Schools, Kindergarten Through Grade Twelve on January 9, 2019. To download the publication version of the standards, select the link below:

Previous Content Standards

Questions: Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

Last Reviewed: Tuesday, July 25, 2023

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Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level.

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Make a copy and use this template for planning your inquiry.

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Report from Carnegie

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Civic-Learning Compendium for CA H/SS Framework

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Civic-Learning Compendium for CA H/SS Framework

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Selected sections from Framework highlighting content areas suitable for enhanced civic learning approaches.

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News & Civics Lesson Ideas

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Find civics lesson plans and teaching resources for high school and middle school, including lesson plan ideas on the latest news topics.

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Planning for Current Connections and Engagement

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Planning for Current Connections and Engagement

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Social Justice Standards - Teaching Tolerance

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Social Justice Standards - Teaching Tolerance

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A Framework for Anti-Bias Education

The Social Justice Standards are a road map for anti-bias education at every stage of K-12 instruction. Comprised of anchor standards and age-appropriate learning outcomes, the standards provide a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.

Divided into four domains-identity, diversity, justice and action (IDJA)-the standards recognize that, in today's diverse classrooms, students need knowledge and skills related to both prejudice-reduction and collective action. Together, these domains represent a continuum of engagement in anti-bias, multicultural and social justice education. The IDJA domains are based on Louise Derman-Sparks' four goals for anti-bias education in early childhood.

Each of the IDJA domains has learning outcomes and school-based scenarios organized by grades K-2, 3-5, 6-8 and 9-12.

Download the Standards

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The Social Justice Standards are a road map for anti-bias education at every stage of K-12 instruction, providing a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.

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Planning for Current Connections and Engagement

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Planning for Current Connections and Engagement

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Helps find and plan for thematic connections between our current world and your course content

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Cold War & Current Context - C3 Inquiry Example

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Cold War & Current Context - C3 Inquiry Example

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Teaching Tolerance Voting and Elections – Resources for a Civil Classroom

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Teaching Tolerance Voting and Elections – Resources for a Civil Classroom

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Voting and Elections | Resources for a Civil Classroom

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Voter Registration Toolkit

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Document Analysis Tool

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Post what you will try around inquiry, civics, and/or literacy in history-social science.

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Post what you will try around inquiry, civics, and/or literacy in history-social science.

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UCLA Tool

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Data Set - UC Davis History Project

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Maggie Front

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Pam Munoz

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Teaching Tools | Resources for Teachers from Scholastic

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Before April 23rd, we can pick some literature appropriate for kinder to introduce various family types

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I will try to find more primary sources related to an upcoming Coast Miwok unit for my students to study.  Then connect what they learn to our opinion writing unit and nonfiction reading.  

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I will try to find more primary sources related to an upcoming Coast Miwok unit for my students to study.  Then connect what they learn to our opinion writing unit and nonfiction reading.  

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In Fourth Grade, we are going to focus on gender during the Gold Rush using California Studies Weekly (blended primary/secondary/tertiary source), and use the primary source of Charley Parkhurst news article and read the historical fiction of her/his life.  We will discuss how things could be different or the same in modern day.

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In Fourth Grade, we are going to focus on gender during the Gold Rush using California Studies Weekly (blended primary/secondary/tertiary source), and use the primary source of Charley Parkhurst news article and read the historical fiction of her/his life.  We will discuss how things could be different or the same in modern day.

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I will try to incorporate more primary sources while teaching humanities. 

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I will try to incorporate more primary sources while teaching humanities. 

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DBQ Charts _ MCOE

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Photo Sources

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Search millions of photographs from the LIFE photo archive, stretching from the 1750s to today. Most were never published and are now available for the first time through the joint work of LIFE and Google.

Search tip

Add "source:life" to any Google image search and search only the LIFE photo archive. For example: computer source:life

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Search millions of photographs from the LIFE photo archive, stretching from the 1750s to today. Most were never published and are now available for the first time through the joint work of LIFE and Google. Add "source:life" to any Google image search and search only the LIFE photo archive.

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Primary Sources

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DocsTeach is a product of the National Archives education division. Our mission is to engage, educate, and inspire all learners to discover and explore the records of the American people preserved by the National Archives. The National Archives and Records Administration is the nation's record keeper.

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Primary Sources

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Request military records and learn about other services for yourself or a family member.

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Resources on teaching the Arab-Israeli Conflict & Peace Process Using Primary Sources

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ICS trains teachers and develops curricula to increase literacy in areas relating to Judaism, Jewish history, and Israel in the Middle East that is accurate, pedagogically sound, and aligned with state and national standards.

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The world’s largest library. View historic photos, maps, books and more. Contact experts for help with research. Plan a visit. Home of U.S. Copyright Office.

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Free and Flexible Resources to Teach the History-Social Science Framework

Welcome to Teaching California!

On this website you will discover classroom-ready resources to help teach California's History-Social Science Framework. Our inquiry sets include curated collections of primary sources, teacher and student notes, activities, and other tools that will help guide you through a research-based approach to improving student reading, writing, and critical thinking.

A project of the California Historical Society, in partnership with the California History-Social Science Project

678 Mission Street, San Francisco, CA 94105

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Teaching California - Bringing Archives into the Classroom

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Skip to content Skip to search Skip to footer Free and Flexible Resources to Teach the History-Social Science Framework On this website you will discover classroom-ready resources to help teach California's History-Social Science Framework.