# data[].attributes.headline
Supporting Website for Framework Alignment

# data[].attributes.subject
Supporting Website for Framework Alignment

# data[].attributes.attachment_link.title
The Content, Literacy, Inquiry, and Citizenship (CLIC) Project

# data[].attributes.attachment_link.description
Armenian Genocide Bracero Program Civic Education LGBT History Environmental Literacy and HSS Filipino American Contributions to the Farm Labor Movement

# data[].attributes.attachment_link.readable_text
We are thrilled to announce the launch of ONE Archives Foundation Inc.'s new Transgender History Panels, which are now available to educators, universities, corpoations, and community organizations.

This exhibition presents a concise overview of the courageous individuals and critical events that encompass aspects of transgender history in the United States.

The panels makes visible the stories of those who boldly challenged gender conventions in the early 20th century, and much more.

# data[].attributes.attachment_link.title
ONE Archives Foundation - The Independent, Community-Partner of ONE Archives at the USC LIbraries

# data[].attributes.attachment_link.description
We are thrilled to announce the launch of ONE Archives Foundation Inc.'s new Transgender History Panels, which are now available to educators, universities, corpoations, and community organizations. This exhibition presents a concise overview of the courageous individuals and critical events that encompass aspects of transgender history in the United States.

# data[].attributes.attachment_link.description
Youth in Motion Sends Free LGBTQ Films & Curriculum to K-12 Schools Nationwide

# data[].attributes.attachment_link.readable_text
Start the school year with confidence to create LGBTQ+ and gender inclusive classrooms with the Welcoming Schools 2022-2023 Back-to-School Kit! This year's kit includes two new discussion guides for Gender and SOGIE videos created in partnership with Advocates for Youth.

# data[].attributes.attachment_link.title
Welcoming Schools - Gender and LGBTQ+ Inclusive Schools

# data[].attributes.attachment_link.description
Start the school year with confidence to create LGBTQ+ and gender inclusive classrooms with the Welcoming Schools 2022-2023 Back-to-School Kit! This year's kit includes two new discussion guides for Gender and SOGIE videos created in partnership with Advocates for Youth.

# data[].attributes.attachment_link.readable_text
The Lifeguard Workshop is a free online learning module with a video, curriculum, and teacher resources for middle school and high school classrooms.

The Trevor Project's Trainings for Professionals include in-person Ally and CARE trainings designed for adults who work with youth. These trainings help counselors, educators, administrators, school nurses, and social workers discuss LGBTQ-competent suicide prevention.

# data[].attributes.attachment_link.description
The Lifeguard Workshop is a free online learning module with a video, curriculum, and teacher resources for middle school and high school classrooms. The Trevor Project's Trainings for Professionals include in-person Ally and CARE trainings designed for adults who work with youth. These trainings help counselors, educators, administrators, school nurses, and social workers discuss LGBTQ-competent suicide prevention.

# data[].attributes.attachment_link.readable_text
The Los Angeles LGBT Center is one of the leading organizations advancing civil rights and freedoms for LGBT people.

By mentoring and developing a new generation of leaders, domestically and internationally, we're strengthening the global LGBT movement while we educate the public about LGBT issues, mobilize constituents, advance policy initiatives, and work with political leaders throughout the U.S. to promote equality and justice for LGBT people.

In schools throughout the country we're leading efforts to help end anti-LGBT bigotry and even the thought of suicide among LGBT students. We're also working to revolutionize the care and treatment of LGBT foster youth.

Throughout California we train social service providers, caregivers for seniors, educators, government agencies, law enforcement officials, and others to help them better serve the diverse LGBT community.

# data[].attributes.attachment_link.title
Additional Resources - Los Angeles LGBT Center

# data[].attributes.attachment_link.description
The Los Angeles LGBT Center is one of the leading organizations advancing civil rights and freedoms for LGBT people. By mentoring and developing a new generation of leaders, domestically and internationally, we're strengthening the global LGBT movement while we educate the public about LGBT issues, mobilize constituents, advance policy initiatives, and work with political leaders throughout the U.S.

# data[].attributes.attachment_link.description
Resources & professional learning for K-12 history-social science

# data[].attributes.attachment_link.description
Request military records and learn about other services for yourself or a family member.

# data[].attributes.attachment_link.readable_text
Access thousands of primary sources - letters, photographs, speeches, posters, maps, videos, and other document types - spanning the course of American history. We're always adding more!

Borrow from an ever-expanding collection of document-based activities created by the National Archives, and teachers around the world. Copy and modify activities for your students.

Create your own activities using the online tools. It's as simple as: (1) selecting a tool, (2) choosing your primary sources, and (3) customizing instructions. Learn more >

# data[].attributes.attachment_link.description
Access thousands of primary sources - letters, photographs, speeches, posters, maps, videos, and other document types - spanning the course of American history. We're always adding more! Borrow from an ever-expanding collection of document-based activities created by the National Archives, and teachers around the world. Copy and modify activities for your students.

# data[].attributes.attachment_link.title
Food Timeline: food history research service

# data[].attributes.attachment_link.description
Food Timeline: food history reference & research service

# data[].attributes.attachment_link.readable_text
Jonathan, also known as Samantha Braxton, publishes as the topic "Transformista" - also equivalent to "Crossdresser". It all started at Halloween 17 years ago, in 2005, when Samantha first came to life, and now she is a part of the Human Library Book Depot Lima.

# data[].attributes.attachment_link.title
Unjudge someone - The Human Library Organization

# data[].attributes.attachment_link.description
Jonathan, also known as Samantha Braxton, publishes as the topic "Transformista" - also equivalent to "Crossdresser". It all started at Halloween 17 years ago, in 2005, when Samantha first came to life, and now she is a part of the Human Library Book Depot Lima.

# data[].attributes.attachment_link.readable_text
Our Family Coalition Education staff have decades of experience providing trainings and professional development opportunities to child-serving professionals, educators, school staff, parents, and caregivers in issues of family and gender diversity and creating safe learning spaces for all students. Below are just a few of the trainings available.

For further information or to schedule a training, please contact us via this form.

Just Schools (K-12)

Creating LGBTQ-Inclusive Schools

Embracing Family Diversity

California and National Laws & Policies

Creating Gender-Inclusive Schools

Supporting Trans and Non-Binary Students

Preventing Bias Based Bullying

FAIR Education and LGBTQ History

Welcoming Schools (K-5)

Overview of the Welcoming Schools Approach

Creating LGBTQ Inclusive Schools

Embracing Family Diversity

Law and Policy Review

Creating Gender-Inclusive Schools

Supporting Trans and Non-Binary Students

Preventing Bias Based Bullying

# data[].attributes.attachment_link.title
Trainings & Professional Development - The FAIR Education Act

# data[].attributes.attachment_link.description
Our Family Coalition Education staff have decades of experience providing trainings and professional development opportunities to child-serving professionals, educators, school staff, parents, and caregivers in issues of family and gender diversity and creating safe learning spaces for all students. Below are just a few of the trainings available.

# data[].attributes.attachment_link.readable_text
Make a lasting impression​.

First impressions matter. That's why every touchcast is recorded in 1080 HD, making sure that you (and your product) look as best as they can. And with Touchcast Stock you have a library of over 600,000 royalty free videos, images and illustrations to make your story #unforgettable.

From health, fitness, and fashion to finance, pharma, and tech, Stock has media assets to suit every department of your company. Search, find, drag - mic drop.

# data[].attributes.attachment_link.description
First impressions matter. That's why every touchcast is recorded in 1080 HD, making sure that you (and your product) look as best as they can. And with Touchcast Stock you have a library of over 600,000 royalty free videos, images and illustrations to make your story #unforgettable.

# data[].attributes.attachment_link.readable_text
Portfolios, unit previews, self-paced courses, digital notebooks, multimedia lessons, timelines... and much more!

For social studies teachers

The structure of timelines, the simplicity of slides.

Inspire curiosity

The perfect format for inquiry-based instructional strategies. Motivate discussion and spark new ideas.

Critical thinking

Upload primary and secondary sources to train students' eyes to analyze and make connections.

Collaboration

Students work together as they address problems and make decisions as a team to reach a common goal.

Perfect for History, Geography and Sociology

For English, Language and Arts teachers

Writing and multimedia assignments have never been better.

Enhance literacy

Rich-editing features make Sutori a valuable companion for continued reading and writing development.

Creativity

Just the right amount of options to see creativity flourish for all types of learners.

Communication

Sutori's visual nature show the breadth of ways to convey ideas and knowledge.

Templates, lesson plans and more!

For STEM teachers

Showing the process of learning

Structured learning

The canvas to organize content. Set up templates for a cohesive learning experience.

Self-reflection

Students demonstrate their approach, outline their learning and reflect along the way.

Engage

Add formative quizzes, polls and any type of media to build fun activities with your students.

Some ready-made lessons to inspire you

Growing in classrooms across the world.

2,359,762Teachers & students

"With a super-simple design and tons of flexible features, this is an appealing and intuitive way for teachers and students to organize and share class content."

Read the review

Sutori 💙 Cares

Education is the key to a better world and we want to play our part in supporting educators.

Check out our ambassador program and the meaningful and impactful learning initiatives Sutori supports.

Learn more

Who we are

We're a tight knit team of three friends (including two brothers) who have come a long way from recreating historical events on Twitter.

Learn more about our story and how we seek to empower educators in their teaching and keep students' data secure.

Learn about us

# data[].attributes.attachment_link.description
Sutori is a collaborative tool for classrooms, ideal for multimedia assignments in Social Studies, English, Language Arts, STEM, and PBL for all ages.

# data[].attributes.attachment_link.readable_text
In this statement, GLSEN's National Student Council condemns police brutality and calls for greater support for Black lives

Read the Statement

Get involved and join your community, local, or state GLSEN chapter

GLSEN Chapters create LGBTQ-inclusive schools. Community-led chapters offer teacher trainings, student support, community outreach, and more.

Recent Research

Research, Reports, and Briefs

Research, Reports, and Briefs

Research, Reports, and Briefs

# data[].attributes.attachment_link.description
In this statement, GLSEN's National Student Council condemns police brutality and calls for greater support for Black lives Read the Statement GLSEN Chapters create LGBTQ-inclusive schools. Community-led chapters offer teacher trainings, student support, community outreach, and more. Research, Reports, and Briefs Research, Reports, and Briefs Research, Reports, and Briefs

# data[].attributes.attachment_link.readable_text
History UnErased is solving that problem by putting LGBTQ history in its rightful place - the classroom.

The first and only complete K-12 LGBTQ-inclusive, intersectional US history and social studies curriculum in the nation for mainstream courses - and essential for educational equity and equality.

Intersections & Connections is anchored in primary sources curated from digital and print collections from libraries and archives across the nation, as well as the Library of Congress, National Archives, National Park Service, Smithsonian Institution, and more. The expertise of historians, archivists, classroom teachers, and education policy leaders is woven into every aspect of our curriculum and work with K-12 schools.

"This isn't LGBTQ history, it's just history. Everyone should be learning this from elementary school on." - Michele

"Why do the adults make this such a big deal? It's history. We have a right to know." - Vicki

Meet Fred Karger, the first OUT major-party candidate to run for president of the United States, who has a personal message for you about why our Intersections & Connections K-12 curriculum is essential for all students.

Fred Karger is a retired Republican consultant who worked as a senior consultant for Presidents Gerald Ford, Ronald Reagan, and George H. W. Bush. His historic run for president was in 2012 within the Republican party.

People who we label and understand today as LGBTQ have always existed - in every part of humanity - but the absence of LGBTQ narratives in our nation's classrooms means that students never learn the stories of people and events that were critical to the founding and shaping of the United States. Erasing this history teaches students that LGBTQ people never existed. And the absence of LGBTQ identities in what students learn about our shared human history has been doing harm, as evidenced by the staggering statistics relating to LGBTQ youth and suicidality, homelessness, and risk behaviors. But our Intersections & Connections curriculum is changing this!

As our curriculum makes LGBTQ history a part of mainstream history, it is also allowing students to apply their own identity lens(es) as they approach their learning, whether it be race, gender, ethnicity, or nationality. This ensures dignity and equitable representation for all students in the story of "We the People." And our unique, whole-school partnership model is ensuring educators are well-supported.

"I wish this was part of my childhood education, as it would have been life-changing to have learned LGBTQ history in school. History UnErased's curriculum is essential to ensure a welcoming place for us in society." - Jim, parent

Meet Walter Naegle, Bayard Rustin's partner. Walter has a personal message for you about why learning LGBTQ history is essential for all students.

For nearly every major civil rights event students study in school, Bayard Rustin had a hand in it. Rustin was Dr. King's lead strategist and convinced him to employ the tactics of Gandhi with nonviolence and peaceful protests. Rustin organized and spoke at the historic 1963 March on Washington, but his name did not appear in the program and, until recently, was erased from the history he helped to shape. In 2013, Rustin was posthumously awarded the Presidential Medal of Freedom. Walter Naegle, Bayard Rustin's partner, accepted the award at the White House on his behalf.

Our approach to working with K-12 schools is a partnership model designed to reach every school community member. The introduction to our curriculum for parents/caregivers, as well as all school staff, addresses questions that often accompany the idea of teaching LGBTQ-inclusive history, especially because our curriculum connects with topics of race and gender. This is working to dispel any misperceptions, allay any fear, and include everyone in the learning. This is the first step in paving the way for lasting societal change that is welcoming and safe for all LGBTQ people.

"None of us know what this should look like so imaginations run wild. Glad I came. I am definitely leaving this meeting with greater understanding and happy to have learned." - Cecilia, parent

There are schools RIGHT NOW, across the nation, ready to bring our curriculum into their classrooms but they lack the funding. Your donation and support help History UnErased continue putting life-affirming, life-changing, and life-saving LGBTQ history into its rightful place - the classroom.

"Everyone in the world needs to learn about this. It can change the world." Student

# data[].attributes.attachment_link.description
LGBTQ inclusive curriculum professional development to teach LGBTQ-inclusive history with proficiency and confidence

# data[].attributes.attachment_link.description
Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

# data[].attributes.attachment_link.description
Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

# data[].attributes.headline
Padlet of Resources for Student Walk-Outs Related to Florida Shooting

# data[].attributes.subject
Padlet of Resources for Student Walk-Outs Related to Florida Shooting

# data[].attributes.attachment_link.title
Resources - Courses " Teaching LGBTQ History

# data[].attributes.attachment_link.description
Instructional Resources for California Educators, Students, & Families

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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 ...

# data[].attributes.attachment_link.readable_text
An Introduction to Toolkits

TAH.org's American History Toolkits are topically-focused collections, each made up of resources from around the site, and organized to provide for easy access to a variety of materials for teachers. These toolkits are made possible by the generous support of the Arthur N. Rupe Foundation, and the work of several members our faculty. The initial collection is made up of the following topics, which address some of the major eras and issues in American history and government.

How the Toolkits are organized

Within each toolkit, you will find a solid foundation with original documents for major units of study. Each toolkit is organized in the same way, and contains:

Guiding Questions for the topic as a whole, with criteria for good answers

A curated list of 10 essential documents from our Library

Relevant Webinars, Podcasts, and YouTube videos

Other documents-based resources from around TAH.org

Relevant Presidential Academy resources

Lesson Plans that complement the documents and other resources

# data[].attributes.attachment_link.title
American History Toolkits - Teaching American History

# data[].attributes.attachment_link.description
An Introduction to Toolkits TAH.org's American History Toolkits are topically-focused collections, each made up of resources from around the site, and organized to provide for easy access to a variety of materials for teachers. These toolkits are made possible by the generous support of the Arthur N.

# data[].attributes.attachment_link.readable_text
Programs adopted by the State Board of Education on November 9, 2017.

At its meeting on November 9, 2017, the State Board of Education acted to do the following:

1. Adopt the 10 instructional materials programs recommended by the Instructional Quality Commission (IQC).

2. Direct CDE staff, in conjunction with members of the IQC and/or Content Review Experts (CREs), as needed, to evaluate whether publishers have made the IQC recommended edits and corrections, social content citations and publisher errata specified in the Instructional Quality Commission's Advisory Report to the adopted instructional materials. In the case of inconsistencies between the IQC recommended publisher errata and the IQC recommended edits and corrections and social content citations specified in the Advisory Report, the IQC recommended edits and corrections and social content citations shall take precedence over the publisher errata.

3. Pursuant to Education Code Section 60200(e), specifically find, based on the Instructional Quality Commission Advisory Report, that fewer than five programs met the criteria for the adoption in kindergarten through fifth grade.

The Following Programs Are Adopted

The Following Programs Are Not Adopted

Publisher

Program Title

Grade Level (s)

Houghton Mifflin Harcourt Publishing Company
HMH Kids Discover California Social Studies

Houghton Mifflin Harcourt Publishing Company
Social Studies for California

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

Last Reviewed: Monday, October 26, 2020

Trending in History-Social Science

No items posted in the last 60 days.

# data[].attributes.attachment_link.description
Programs adopted by the State Board of Education on November 9, 2017. At its meeting on November 9, 2017, the State Board of Education acted to do the following: Adopt the 10 instructional materials programs recommended by the Instructional Quality Commission (IQC).

# data[].attributes.attachment_link.readable_text
KQED's The Lowdown lesson plans provide suggestions for nonfiction analysis, writing/discussion prompts and multimedia projects to creatively integrate current events into core curriculum to encourage student civic engagement.

# data[].attributes.attachment_link.description
KQED's The Lowdown lesson plans provide suggestions for nonfiction analysis, writing/discussion prompts and multimedia projects to creatively integrate current events into core curriculum to encourage student civic engagement.

# data[].attributes.attachment_link.title
Instructional Materials Evaluation Tool (IMET) - Peers and Pedagogy

# data[].attributes.attachment_link.description
For those embarking on a curriculum review, choosing a Common Core-aligned review tool is a daunting decision that must be made right up front. The tool will determine the structure of the reviews, the information the reviews surface, and ultimately, the textbooks that do (or don’t) end up in front…

# data[].attributes.attachment_link.readable_text
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

# data[].attributes.attachment_link.description
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...?

# data[].attributes.attachment_link.readable_text
2017 History-Social Science Adoption

Draft Publisher FAQs

Categories:

Process

Evaluation Criteria

1. (Added 31-Jan-2017) Can some of the standards be covered only in the online resources?
Answer: Criteria Statement 1.1 states the following:

1. Instructional materials, as defined in Education Code Section 60010(h), support instruction designed to ensure that students master all the History-Social Science Content Standards for the intended grade level. Analysis skills of the pertinent grade span must be covered at each grade level. This instruction must be included in the student edition of the instructional materials; while there can be direction in materials for the teacher to support instruction in the standards, this cannot be in lieu of content in the student edition (bold emphasis added). The standards themselves must be included in their entirety in the student materials, either at point of instruction or collected together at another location.

However, "student edition" does not necessarily mean the classic student textbook alone but can include any materials to be utilized by the student. Therefore, this meaning can include online resources so long as those resources are identified as part of your submitted program and the student has access to them. We do recommend that you make such content very easy to find and access.

2. (Added 31-Jan-2017) Criteria Statement 1.19 states the following:

Materials on American life and history give significant attention to the principles of morality, truth, justice, and patriotism and to a comprehension of the rights, duties, and dignity of American citizenship, inspiring an understanding of and a commitment to American ideals. Examples of memorable addresses by historical figures are presented in their historical context, including the effect of those addresses on people then and now (Education Code sections 52720 and 60200.5).

Because it says American life and history, is this statement applicable only to 5th and 8th grade?

Answer: Since criteria statement 1.19 specifically refers to American history, it would have the most applicability to materials that cover grades five and eight. However, publisher should also consider this statement in the context of kindergarten through grade three, as the content standards for those grade levels call for coverage of the rights and responsibilities of citizenship, American values and ideals, and heroic figures in American history. It would also apply to grade four, since California is part of the United States.

3. (Added 31-Jan-2017) Is it permissible that some of our program content is located online in open educational resources (OER) that we do not own or specifically license?

No. Publishers must have complete control of the content and maintain its static nature in order to preserve it as approved by the State Board of Education.

Additionally, publishers should note the social content prohibition regarding advertising within their program materials which would apply to any Web content. For additional information, please refer to the adoption Invitation to Submit document and the SBE guidelines document Standards for Evaluating Instructional Materials for Social Content, available at the following CDE Web site: Social Content Review.

4. (Added 31-Jan-2017) "The CA HSS Framework refers to both hominids and hominins. Neither term is in the 1998 content standards. Recognizing this is a framework-based as well as a standards-based adoption, does the program need to use only the term hominin?"

Answer: "Materials should be aligned to the California framework, which uses the term "hominin" to refer to the ancestors of modern humans and other species very similar to our own. The framework also occasionally uses the term "hominid" as well, but that term applies to a broader taxonomic category that includes the great apes so publishers should be careful to be clear what they are referring to when using either term in their materials."

5. (Added 31-Jan-2017) In Chapter 11, the Framework outlines Grade Seven Social Studies content. We understand that the content in our resources must align to the Framework, including content that is divergent from or in addition to the content outlined in the standards. Must the organization of our resources also mirror the organization of content in the Framework?

For example, the Framework suggests 10 units that are organized both regionally and chronologically. In the Framework, the "Gunpowder Empires" (including Ottoman, Mughal, Ming, and early English and Spanish) are taught together as part of a unit on "Global Convergence (1450-1750). However, many of these empires and dynasties began in the fourteenth century and have roots that predate Columbian-era voyages and interaction. If all of the content specified in the Framework is addressed, can the content appear with a different unit organization. Could, for example, the Ming Dynasty be introduced and taught with the earlier East Asia content and the Ottoman Empire be introduced and taught with Southwest Asia content?

Answer: The evaluation criteria requires that materials "support instruction" aligned to the standards (statement 1.1) and "reflect and incorporate" the content of the framework (statement 1.2). Category 2: Program Organization, statement 2.7 states that, "Topical or thematic headings reflect the framework and standards and clearly indicate the content that follows.

However, we recognize that the organizational structure of the standards and framework do not always match up cleanly. In grade seven, for example, the organization of the standards has a more regional approach while the framework takes a more thematic approach to the same content.

Because of this publishers have leeway to organize their programs in a way that tends toward either of those approaches, as long as the content in both the standards and the framework is fully addressed. Whichever approach they select, publishers should also refer to the rest of Category 2: Program Organization, which calls for "sequential organization" (statement 2.1), "well-organized" content (statement 2.3), and a structure where "each topic builds clearly on the preceding one(s) in a systematic manner" (statement 2.8).

6. (Added 31-Jan-2017) In some cases, our scholars are asserting different dates for periods of history than the dates the standards and/or framework provide. Can we use in our instructional materials the dates we believe to be more accurate?

Answer: The collected research may vary to small degrees in historical matters, for example in selecting precise dates for eras based upon the choosing of what specific events marked a beginning or end. However, in that evaluation criteria statements 1.1 and 1.2 stipulate alignment to the state-adopted standards and curriculum framework respectively, publisher materials should utilize all citations as specified in both the standards and framework. That being said, publishers may note incidentally that other research offers an alternative perspective.

7. (Added 7-Dec-2016) What are the Environmental Principles and Concepts (EP&Cs) referenced in Category 1 criterion #15, and what is their purpose?

Answer: At their core, the EP&Cs are a set of "big ideas" about the complex relationship between humans and the natural world. They were developed, pursuant to law, with the intent of ensuring all students in California achieve a basic level of environmental literacy as part of a high-quality K-12 education. That is why the EP&Cs are included as a Category 1 criterion not only in the California HSS Framework, but also in the California Science Framework. Through repeated exposure to the EP&Cs across disciplines and at increasing levels of complexity and sophistication from kindergarten to twelfth grade, students will come to more deeply understand and apply them in a variety of contexts.

A list of the EP&Cs can be found inAppendix F of the HSS Framework (PDF) .

8. (Added 7-Dec-2016) How might the EP&Cs be reflected in materials submitted for adoption?

Answer: In 2010, the SBE adopted a model curriculum (also known as the Education and the Environment Initiative (EEI) Curriculum) that reflects an integrated approach for lessons addressing relevant standards. This EEI curriculum may serve as an excellent example. The EEI is available for viewing atCalifornia Education and the Environment Initiative Web site . Publishers may incorporate elements of the EEI Curriculum into their programs with appropriate citations for credit. For questions about use permission, please contact CalRecycle's Office of Education and the Environment ateei@calrecycle.ca.gov.

For publishers interested in additional examples of potential connections between the EP&Cs and the history-social science standards, see the document titled,HSS and EP&Cs Connections with Sample Learning Objective (PDF).

(Added 7-Dec-2016) How does California define "appropriate" for the purposes of Category 1 criterion #15? That is, how should a publisher determine whether the EP&Cs are aligned to a given history-social science content standard?

Answer: Broadly defined, the "environment" is the context in which we live our lives. It includes high mountain meadows and cool clear streams, the air we breathe, the water we drink, and the soils in which we grow the food we eat. The environment also encompasses the communities in which we live and all of the seen and unseen phenomena that comprise the natural systems on which we rely. In this sense, the environment is fundamental to every student's experience and is the context in which all of human history is embedded. Thus, based on this broad interpretation of "environment," the EP&Cs can be connected with many (though not all) history-social science standards.

1. (Added 8-Nov-2016) Regarding the use of "teachers may" and "students may" in framework-we are wondering if we need to include all references to "teachers may" or "students may" or if these are suggestions. Below are a couple of examples:

1. The teacher may point out that mounted warrior armies from Central Eurasia caused problems for empires and kingdoms in China, India, and Persia as well, and contributed to a decline of trade on the silk roads and other land routes across Eurasia between 300 and 600 CE.

2. Teachers may also highlight the role played by African leaders such as Queen Nzinga from Angola in this increasingly global exchange.

3. Students may compare mathematical systems that developed in Afroeurasia with Maya mathematics, which utilized positional notation, the concept of zero, and a base-20 numerical system.

Answer: The Framework's use of the word "may" is permissive in nature and not a mandate as it applies to a specific example for instruction. However, a review panel may determine that the associated academic content within the example is a "must have" for meeting the criteria of "instructional materials reflect and incorporate the content of the HSS Framework" (1.2).

2. (Added 8-Nov-2016) As to how to incorporate Classroom Examples into the curriculum-we know that we don't need to use the Classroom Examples in the framework as the activities for our lessons. However, we would like to cite some of them or include them as references for teachers to provide support in implementing the framework. Is it appropriate to include some of these as direct text if we say, "As suggested in the History-Social Science Framework, teachers may...."

Answer: Publishers may incorporate the Classroom Examples into their programs with quotes of reasonable length; however, for the use of longer quotations, such as a block of text, publishers should first consult the CDE for permission. Publishers should cite the Framework appropriately by first using the full name of History-Social Science Framework for California Public Schools with the abbreviation CA HSS Framework thereafter. Publishers should note that the CDE is making final edits to the CA HSS Framework at this time and that page numbers will likely change; therefore, the CDE recommends publishers not cite page numbers but rather chapters.

3. (Added 8-Nov-2016) As to how to incorporate Education and the Environment Curriculum Units-we are considering adding overviews of the Education and the Environment Units and directions to accessing them as part of our "Deeper Coverage" suggestions for various lessons. Is it appropriate to include these? Would it count towards our coverage of the requirement in Category 1.15 to include coverage of the principles?

Answer: The EEI curriculum may serve as an excellent example for the integration of environmental principles and concepts into a subject-matter curriculum, and utilizing such examples would address criterion 1.15. Review panels will determine if a publisher has provided sufficient content to satisfy the criterion.

4. (Added 16-Sept-2016) Do we need to include 100 percent of the standards and 100 percent of the frameworks in the print/digital student editions? Or can we utilize the teacher materials (black line masters, etc.) to cover 100 percent of both the standards and frameworks?

Answer: The evaluation criteria stipulates the following: "To be adopted, materials must first meet in full Category 1, History-Social Science Content/Alignment with Standards." Additionally, criterion 1.1 states: "This instruction must be included in the student edition of the instructional materials; while there can be direction in materials for the teacher to support instruction in the standards, this cannot be in lieu of content in the student edition." Therefore, both student materials and teacher materials must incorporate coverage of all standards at the intended grade level.

Regarding the instructional content of the Framework, criterion 1.2 states the following:
"Instructional materials reflect and incorporate the content of the History-Social Science Framework." Therefore, while a submitted program must incorporate all of the content of the Framework, it is up to the individual publisher as to where to include that content.

5. (Added 16-Sept-2016) In the Framework chapter on the 5th grade, we came across the name of Mary Ludlow in a list of people who contributed to the American Revolution: " To gain a fuller understanding of the era and how the war was experienced on the ground, students can examine the contributions of Abigail Adams, Deborah Sampson, Mercy Otis Warren, Nathan Hale, Haym Salomon, Phillis Wheatley, Mary Ludlow, and Benedict Arnold." (Lines 580-583, Chapter 8 of the Framework). However, we do not find such a person in the relevant historical records; is this name an error?

Answer: Yes, this name is an error. The name should have been listed as "Mary Ludwig Hays (otherwise known as Molly Pitcher)." The CDE is correcting the Framework online.

6. (Added 16-Sept-2016) The new HSS Framework includes many examples of teaching activities and lesson plans that reference specific content. For example, Chapter 11, which describes the requirements for Grade 7, specifically references maps, primary sources and lesson plans from the UC Davis History Blueprint, Sites of Encounter in the Medieval World. Similarly, the HSS Framework also cites specific content from the Education and Environment Initiatives (EEI) modules.

Keeping in mind that the Criteria for Evaluating Instructional Materials (Chapter 23 of the HSS Framework), Category 1, Item 2 requires instructional materials submitted for adoption to "incorporate the content of the History-Social Science Framework" this raises a few questions:

Are publishers required to link to these materials from UC Davis in their Grade 7 programs?

Answer: No.

Are publishers required to integrate the EEI modules into their programs?

Answer: No. Materials must include instructional content based upon the Environmental Principles and Concepts developed by the California Environmental Protection Agency and adopted by the State Board of Education (Public Resources Code Section 71301) where appropriate and aligned to the history-social science content standards (Criterion 1.15).

7. (Added 16-Sept-2016) If publishers notice inconsistencies between content in the California HSS standards and content in the California HSS Framework, which should be followed in programs submitted for adoption?

Answer: See FAQ #32 and #35 for guidance; however, if there is a direct contradiction, you may consult the CDE for guidance and an official response. In general, the conventions of current historical scholarship should be followed.

8. (Added 16-Sept-2016) The Standards use BC/AD for historical dates whereas the Framework uses BCE/CE. Which should publishers use?

Answer: In the content of materials, publishers should use the calendar era naming conventions of "BCE" and "CE" pursuant to the curriculum framework (while still including the exact text of the standards at some point in both the student and teacher materials).

9. (Added 16-Sept-2016) The Standards require coverage of the Aryan invasion of India (see 6.5.2) whereas Chapter 10 of the HSS Framework presents a different historical interpretation. It avoids reference to these invasions, does not use the term "Aryan" and only references the migration and intermixing of people from different language groups in India. Given that the Criteria for Evaluation requires the content of both the Standards and the Framework to be met in full, can CDE provide some guidance to publishers as to how to reconcile inconsistencies between the standards and the Framework in these type of situations?

Answer: Publishers may indicate where historical debates have arisen subsequent to the adoption of the standards. Language indicating the historical controversy over the Aryan Invasion/Migration Thesis was permitted in the 2005 History-Social Science Adoption.

10. (Added 17-Aug-2016) Are there four oceans or five? First grade standard 1.2.1 states the following:

1.2 Students compare and contrast the absolute and relative locations of
places and people and describe the physical and/or human characteristics of places.

1. Locate on maps and globes their local community, California, the United States,
the seven continents, and the four oceans.

Answer: Most authorities now recognize the Southern Ocean in addition to the Atlantic, Pacific, Indian and Arctic oceans. While we are not updating the official standard here, publishers may identify five oceans without penalty.

11. Criterion 1.2 states that "Instructional materials reflect and incorporate the content of the History-Social Science Framework." How closely do the materials have to align to the content of the framework as opposed to the standards?

Answer: As with past adoptions, the 2017 History-Social Science Adoption is a framework-aligned adoption. During the adoption, reviewers will evaluate each publisher's submission for alignment to Criterion 1.2 and the evidence submitted by the publisher on the Evaluation Criteria Map. All of the content in the framework must be included, so if a specific event, person, or place is discussed in the framework, it should also be present in the materials. The only exception is that if the item is presented in the framework as an illustrative example (such as a list that is prefaced by "e.g.").

(Added 23-Jul-2016) Note: Unless otherwise specifically stated, or otherwise referenced in the standards or framework, each of which would take priority over the following definitions, publishers generally may interpret the use of the following terms as noted here:
"i.e." means "in essence" or "in other words" and should be interpreted to mean to include everything referenced.

"e.g." means "for example" and should be interpreted to mean not everything referenced necessarily needs to be included. (However, note that reviewers may determine that the absence of an important parenthetically-referenced item raises questions about whether the publisher has adequately covered the subject as a whole.)

"such as" should also be interpreted as meaning "for example" and that not everything referenced necessarily needs to be included.

12. What about topics that are referenced in the History-Social Science Framework but are not included in the standards? For example, the unit on "South Asia 300-1200" that is in the grade seven course description.

Answer: Because the criteria calls for alignment of topics to the framework as well as the standards (Criteria statements 1.2 and 1.12), the topic cited would need to be included in the instructional materials.

13. Should our instructional models follow the example of the various Classroom Examples included in the History-Social Science Framework?

Answer: The Classroom Examples in the framework were intended to provide examples for teachers on how to implement standards-based instruction in the classroom. Publishers may use them for guidance as well but are not required to align their materials to them.

1. (Added 27-Mar-2017) We are busy working on our standards maps and need your guidance on where to record the required 7th grade standards (7.1, 7.7) on the 6th grade standards map.
Answer: Publishers of grade six materials need to include coverage of standards 7.1 and 7.7 in grade six materials. The standards map for grade six does not include those two standards. The publisher does not have to submit a separate grade seven map with citations for those two standards, nor do they have to add those two standards to their grade six map. Rather, they must provide evidence of their coverage of those standards in their criteria map under criterion 1.12.

2. Related to the above, Criterion 1.12 also states that the "breadth and depth of world history to be covered are described in the History-Social Science Framework course descriptions." However, there are a few instances where the standards and framework diverge on the coverage of specific topics. For example, the history of early Christianity in the Roman Empire is listed in the standards in grade six, but in the framework that topic is discussed in grade seven. How should we address those topics in our materials?

Answer: In that instance, the topic should be included in both grade levels, as noted in the question above.

1. Are we required to include the contributions of LGBT individuals in our materials?

Answer: Yes. Both state law (EC Section 60040) and the evaluation criteria (Criterion 1.14) call for this content to be included. Reviewers will be trained in evaluating materials for the inclusion of these and other groups as part of the social content review process. The History-Social Science Framework provides guidance in this area.

2. (Amended 16-Sept.2016) Can we include other standards, such as national standards or content from other states, in our materials?

Answer: The California Code of Regulations, Title 5, (5 CCR) Section 9517(h), states the following:

Publishers shall include in instructional materials submitted for adoption, only content standards approved by the SBE and specified in the evaluation criteria for the adoption. Adopted instructional materials shall not include references to national standards or standards from other states.
Additionally, the evaluation criteria specifically calls for materials to be aligned to the California standards and framework. The criteria states that, "History-social science instructional materials must support teaching aligned with the standards and framework. Materials that are contrary to or inconsistent with the standards, framework, and criteria are not allowed. Extraneous materials should be minimal and clearly purposeful."

3. (Added 23-Jul-2016) At what grade levels should the US Constitution and Declaration of Independence be included in the student material?

Answer: References to the U.S. Constitution and the Declaration of Independence appear throughout the California History-Social Content Standards, including in the following standards: 1.3, 3.4, 4.5, 5.5, 5.6, 5.7, 7.11, 8.2, 8.9, and 8.10.

Additionally, California Education Code Section 60043 states the following: When adopting instructional materials for use in the schools, the governing board shall require, when appropriate to the comprehension of pupils, that textbooks for social science, history or civics classes contain the Declaration of Independence and the Constitution of the United States.

A close read of the standards and that for which each specifically calls, informed by EC Section 60043, will help each publisher determine where to include the text of these important documents, but the full text of these two documents should be included somewhere in your program.

4. (Added 23-Jul-2016) To ensure coverage of Education Code Section 51008, at what grade levels should there be coverage of Cesar Chavez?

Answer: Inclusion of Cesar Chavez may be appropriate at multiple grade levels of a publisher's program in satisfying California EC Section 51008, which states: The State Board of Education shall ensure that the state curriculum and framework, where appropriate, include instruction on Cesar Chavez and the history of the farm labor movement in the United States, and the role of immigrants, including Filipino Americans, in that movement, and that the state criteria for selecting textbooks include information to guide the selection of textbooks that contain sections that highlight the life and contributions of Cesar Chavez, the history of the farm labor movement in the United States, and the role of immigrants, including Filipino Americans, in that movement.

Note that the current draft HSS Curriculum Framework specifically mentions Cesar Chavez in chapters 3 and 7 (HSS Framework).

Standards and Evaluation Criteria Map

1. When will Standards and Evaluation Criteria Maps be available?

Answer: The Standards and Evaluation Criteria Maps will be brought to the Instructional Quality Commission and the SBE for approval pursuant to5 CCR Section 9510(u). They will be formally distributed to publishers at the Invitation to Submit meeting scheduled for January 18, 2017, and will be posted on the CDE Web site after that meeting. The Standards Maps from the 2005 History-Social Science Adoption are still posted on the
CDE Web site and will likely not change significantly since the content standards have not changed.

2. How many standards maps must be completed?

Answer: You must complete a standards map for each grade level for each program submitted.

Distribution of Samples

1. Can we submit print materials in less than final form?

Answer: Yes, within certain defined parameters.5 CCR Section 9517 establishes the following parameters of acceptable "less-than-final" formats:

(j) Publishers shall submit all instructional materials in the same physical form that will be offered for purchase during the adoption period with the following exceptions:

Audio recordings may be submitted in manuscript form; Artwork may appear in black and white that will ultimately appear in color in the instructional materials offered for purchase during the adoption period. Alternate formats as described in section 9528.

(k) Except as described in sections 9528 and 9529, publishers shall not change or modify instructional materials after the date specified in the Schedule of Significant Events for delivery of instructional materials to IMRs, CREs and LRDCs. Instructional materials changed or modified after this delivery date shall be disqualified from consideration in the adoption unless the changes or modifications are approved by the SBE.

2. Are we required to submit materials in another language besides English?
Answer: Publishers are not required to submit alternate format versions of their adopted materials in another language.

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

Last Reviewed: Friday, October 25, 2019

# data[].attributes.attachment_link.title
2017 History-Social Science Adoption FAQs

# data[].attributes.attachment_link.description
2017 History-Social Science Adoption Draft Publisher FAQs Categories: Process Evaluation Criteria (Added 31-Jan-2017) Can some of the standards be covered only in the online resources? Answer: Criteria Statement 1.1 states the following: 1. Instructional materials, as defined in Education Code Section 60010(h), support instruction designed to ensure that students master all the History-Social Science Content Standards for the intended grade level.

# data[].attributes.attachment_link.readable_text
On Wednesday, April 7, 2021, the House Divided Project will launch a new Historic Walking Tour on campus for the Dickinson & Slavery initiative. Director Matthew Pinsker, along with students...

# data[].attributes.attachment_link.description
On Wednesday, April 7, 2021, the House Divided Project will launch a new Historic Walking Tour on campus for the Dickinson & Slavery initiative. Director Matthew Pinsker, along with students...

# data[].attributes.body
10th grade

# data[].attributes.body
4th & 8th grade

# data[].attributes.body
6th grade

# data[].attributes.attachment_link.readable_text
Smithsonian

Learning Lab

Discover the digital education platform that connects people to Smithsonian objects, resources, and stories.

Collections by Grade

Explore some of our most popular Learning Lab Collections. Use them as a springboard to continue your exploration of the many collections available on the site.

Talk with Me!
Learn about your community and neighborhood. In this Toolkit, leaners explore different homes, shops, and people in your neighborhood and have fun with related activities.

Talk with Me Toolkits provide you with chances to talk with your children to improve thinking, vocabulary, and language development. Talking with your child is great-and research shows that the quality of words children hear matters more than how much you talk.

Talk with Me Toolkits give you ideas to begin conversations that are organized around a theme. The Toolkits feature videos, photographs, paintings, and artworks along with questions to talk about with your child. At the end of each toolkit there are more activities to do and books to read together. Go through this toolkit with your child and see how many topics there are to talk about!
This toolkit was adapted with a grant from the Institute for Museum and Library Services.

Links to third-party websites and videos are included in this Toolkit for informational purposes only. They do not indicate the Smithsonian's endorsement, sponsorship of, or affiliation with the third party or content of the linked site, including any advertisements that might be posted.

Learn More

Hirshhorn Museum and Sculpture Garden

What inspires you? Get to know Alma Thomas, (b. Columbus, Georgia; lived and worked in Washington, DC, 1891-1978), an American artist and educator known for her signature painting style using bright colors and patterns inspired by nature. She became a full-time artist late in her life. Born in a time of horses and buggies, she lived through big advancements in technology, such as the space race and moon landing. Her art was inspired by the nature she saw outside her home studio, and awe for the exploration of our vast universe.
Get To Know Alma Thomas Use it in the classroom to teach:
is part of the Hirshhorn KIDS About the Artist series. About the Artist biographies are designed for kids under age 12. Modern and contemporary artists' lives reflect recent human history and events. Sharing these life stories and artworks can help kids see their own potential and better understand the world and their place in it. It is our goal to inspire future generations of artists, makers, and creative problem solvers-sharing artists stories is one way Hirshhorn KIDS realize this goal.
Art classroom: Color Theory, Pattern

Language Arts classroom: Biography

Social Studies classroom: 20th century

Learn More

National Museum of American History

In this playlist you will learn about how three of the first presidents shaped the executive branch of the United States government.

Start by clicking on the first tile in the upper left hand corner. Then move through the playlist by clicking on the ">" symbol at the bottom of the page. Look for the information and paperclip icons to provide more information about selected resources. There are 34 tiles in this collection.

Learn More

Educator Programs

Cultivating Learning is a professional development series where Smithsonian educators model teaching techniques for using digital museum resources to support student learning. This year's series celebrates America at 250. Programs are free and accessible to anyone.

Wednesday, April 15, 4:00 PM EST

Join Phoebe Sherman of the National Postal Museum to explore how postage stamps can be used in the classroom to encourage civic awareness and engagement. We'll examine how stamps can spark curiosity and deepen understanding of civics, American history, national identity, and commemoration by using thinking routines that focus on both subject matter and artistic design. You'll see how these approaches come to life with students and leave with classroom-ready resources and fresh ideas for incorporating postage stamps into your teaching practice.

Watch

Wednesday, May 20, 4:00 PM EST

Join Nyssa Buning of the National Museum of American History's Spark!Lab and Carol O'Donnell of the Smithsonian Science Education Center to explore strategies for cultivating an inventive mindset in your students. We'll discuss the history of STEAM innovation in America and try an open-ended invention challenge that uses object-based learning techniques to encourage creative problem solving and support curiosity and perseverance, skills essential to inventors throughout history. You'll leave with a set of facilitation tools to support students as they develop their own inventive identity and become future problem-solvers. You'll also receive access to a newly released e-book from the Smithsonian Science Education Center, STEAM Innovation: Celebrating Our Nation's 250 Years.

Register

Wednesday, June 17, 4:00 PM EST

As America turns 250 in 2026, young people are writing its next chapter. Join a group of educators who apply interdisciplinary approaches to learning to engage young people in civic dialogue tied to their communities.

Register

What will you find in the Smithsonian Learning Lab?

Resources

Millions of Smithsonian digital images, recordings, texts, and videos in history, art and culture, and the sciences

Collections

Thousands of examples of resources organized and structured for teaching and learning by educators and subject experts

Resources

Millions of Smithsonian digital images, recordings, texts, and videos in history, art and culture, and the sciences

Collections

Thousands of examples of resources organized and structured for teaching and learning by educators and subject experts

Browse individual resources by type

Browse model collections on different topics

Tips

Tips

Create collections of resources to engage learners, or freely adapt ones already made by Learning Lab users like you.

Use Learning Lab tools to customize and enhance your collections.

Browse ready-to-use model collections by educational use

Browse ready-to-use model collections by learning strategy or theme

Tips

Tips

Subscribe to our Bright Ideas newsletter

To learn more about the Smithsonian Learning Lab and to read about strategies, approaches, new features, and more, subscribe to the Bright Ideas newsletter. We'll be sending out a new issue every few weeks.

# data[].attributes.attachment_link.title
Smithsonian Learning Lab: Discover, Create, Share

# data[].attributes.attachment_link.description
Smithsonian Learning Lab Discover the digital education platform that connects people to Smithsonian objects, resources, and stories. Explore some of our most popular Learning Lab Collections. Use them as a springboard to continue your exploration of the many collections available on the site. Talk with Me! Learn about your community and neighborhood.

# data[].attributes.attachment_link.readable_text
Teachers should download the app and watch the free playlist on Innovation. It's important to note that teachers must have a reliable Internet connection, an iPad, and a projection device to share the clips with their students. The short, digestible clips could be used during a lecture or a slide show to engage visual learners and to integrate multimedia into traditional teaching. If students have access to iPads, teachers may want to use the app for individualized instruction. Students could choose a theme and write about how it has shaped American history, or specific segments could be assigned to supplement direct instruction. For example, the 10 scenes on the Hard Times themes highlight the Depression and other economic struggles faced by Americans, or the Lewis and Clark scenes on the Corps of Discovery and the Vote would enhance a unit on westward expansion.

Continue reading Show less

# data[].attributes.attachment_link.title
Ken Burns Review for Teachers | Common Sense Education

# data[].attributes.attachment_link.description
Teachers should download the app and watch the free playlist on Innovation. It's important to note that teachers must have a reliable Internet connection, an iPad, and a projection device to share the clips with their students. The short, digestible clips could be used during a lecture or a slide show to engage visual learners and to integrate multimedia into traditional teaching.

# data[].attributes.attachment_link.readable_text
One of the great challenges of teaching high school history is negotiating two competing charges.

We must equip students with a degree of cultural literacy by exposing them to America's past and humanity's shared heritage. In states like New York and Virginia (where I have spent my teaching career), students must be able to demonstrate this content knowledge when they take high-stakes history exams.

But we must also ensure that our high school students gain the skills and knowledge necessary to be critical thinkers and citizens in our democracy. Our world is saturated with media, and students need to learn how to evaluate the information they encounter, based on where it comes from, who is producing it and when, its use of evidence, and its intended audience.

I have found that teaching history through inquiry provides a model to serve both these masters, simultaneously. Here are some tips on how to do that:

1) Carefully craft your questions.
To teach a history lesson using the inquiry approach requires you to come up with a question that students can answer validly only by pointing to factual evidence. Crafting the right question is the key step that ensures students learn to critically evaluate information. Of course, "Should the U.S. have dropped the atomic bomb?" will certainly engage your students in a good debate, but this question can be easily and validly approached without historical evidence. You'll get more leverage from it if you set it aside for the time being.

Instead, start with this kind of question: "Why did the U.S. drop the atomic bomb?"

2) Engage students in examining evidence.
Do not answer the question for the students: Ask them instead for their initial takes on why they think the U.S. did it. Then, give them primary or secondary documents that confirm their viewpoint and ask them to develop a new point of view based on the evidence.

The inquiry process should not stop there, though. Next, present students with evidence that forces them to question their viewpoints, and ask them to reevaluate their original claims. Lather, rinse, repeat, as often as you can. In the end, force students to answer the question using all the evidence, not only the pieces that confirm their view. Students should not only make their arguments, but address all reasonable counter-arguments, as well as addressing the evidence that may challenge their conclusions.

3) Move on to more nuanced questions.
Once students are better informed, then it is time to discuss the moral question: "Should the U.S. have dropped the atomic bomb?" By now, armed with a deeper understanding of the historical context, students should be able to provide more nuanced responses than they would have at the start of the unit.

By forcing students to engage with all evidence, you can help them gain greater insight into history. You can also give them practice in participating in elevated political discourse—a mode that is very different from what they see on television news (with talking heads screaming at each other, but not listening).

4) Navigate myths with the inquiry approach.
The inquiry approach can be particularly useful in guiding students in navigating the myths of history.

For example, in the Western Civilization curriculum I grew up with, the story went that the Scientific Revolution marked the birth of the Age of Reason, bringing the world out of the religious superstition of the Dark Ages. This version of history ignores the scientific knowledge of the world beyond Europe, and even much of the scholarly learning that was occurring in European universities starting in the 12th century.

In my global history course, I give students documents from before and during the "Revolution" that show both reason and superstition, and let students write their own essays about how revolutionary the change actually was. I require students to engage with all the evidence, not just that which most obviously supports their viewpoint. Students become expert myth-busters, and also learn to see the complexities involved in making broad, general statements about a time period.

Some might protest that this takes too long, but it can be done in limited time spans, as well. Last year, I could only devote one class period to the Crusades. I opened the class with a brief lecture setting the scene for the Crusades. Then, instead of walking through the full inquiry process, I gave half the class excerpts from two documents offering the reasons for the Crusades from the Christian perspective. The other half received two eye-witness accounts from the Muslim point of view. I then led a class discussion based on the readings. It took students about three minutes to figure out that they had different readings. We then switched documents so students could encounter other perspectives, before holding a whole-class discussion to draw some conclusions. The whole process took 30 minutes. For those who would claim this is moral relativism, please note, I never asked my students who was "right" in this case—only to identify what happened and why.

5) Identify helpful resources.
The greatest challenge in teaching with the inquiry approach is taking the time to find the right documents. Thankfully, there are two very strong, free online curricula that have done much of this hard work for teachers: The Stanford History Education Group'sReading Like a Historian U.S. history curriculum and San Diego State's World History for Us All. To see more examples of how this can work in action, I strongly recommend the Historical Thinking Matters site, which has four U.S. history examples.

6) Prepare critical thinkers.
We live in an age of information overload. Students need to form the habit of taking a stance of healthy skepticism toward the information they receive. And they need the tools to work themselves out of that cave of skepticism towards the light of humble knowledge. Teaching history through inquiry helps students move toward knowledge by engaging with the primary documents of the past.

Web Only

Please enable JavaScript to view the comments powered by Disqus.
Back to Top

# data[].attributes.attachment_link.description
One of the great challenges of teaching high school history is negotiating two competing charges. We must equip students with a degree of cultural literacy by exposing them to America's past and humanity's shared heritage.

# data[].attributes.attachment_link.title
New York State K-12 Social Studies Resource Toolkit: Grades 5-8

# data[].attributes.attachment_link.description
New York State Prekindergarten Foundation for the Common Core

# data[].attributes.attachment_link.readable_text
Read the Stanford Education Group's definition of and the rationale for using inquiry lessons in history/social studies in " What is an 'Inquiry Lesson'?". Pay particular attention to the teacher procedures for designing an inquiry lesson and keep in mind how these practices will help students address the Reading Standards for Literacy in History/Social Studies as well as the CA History-Social Science Standards.
Example Lessons Organized Using a Central Question
The following two lessons are examples of how to organize instruction using an inquiry question while addressing both the CA CCSS for ELA/Literacy and content standards.

The " Japanese Segregation in San Francisco" lesson plan discussed in the "What is an 'Inquiry Lesson'?" article uses the inquiry question, "Why did Teddy Roosevelt oppose the segregation of San Francisco's public schools?" to help frame the student's close reading and examination of the primary source documents for the lesson. The question helps guide students to consider issues and policies related to immigration, the Progressives, and civil rights in California. Select the following links to view the corresponding content and reading standards for grade 11.
CA History-Social Science Standards, Grade 11 Reading Standards for Literacy in History-Social Studies, Grades 11-12
Similarly, the California History-Social Science Project's " Lincoln's Speeches" lesson uses the question "Why did Lincoln Fight?" to examine Lincoln's speeches in order to try to understand his perspective; his concerns about preserving the union, slavery, and extending freedom and rights; and how his perspective changed over time. This historically-relevant question guides students to analyze Lincoln's speeches in order to find evidence and draw conclusions that will answer this question that is still debated by modern historians. Select the following links to see view the corresponding content standards and reading standards for grade 8.
CA History-Social Science Standards, Grade 8 Reading Standards for Literacy in History-Social Studies, Grades 6-8
Read the two documents describing the meeting between Montezuma and Cortez of 1519. Write a central inquiry question to guide students' exploration of the two primary sources in the journal space below. The CA History-Social Science Standards are available at the following link for your reference:
CA History-Social Science Standards, Grade 7

# data[].attributes.attachment_link.title
2.2.1 Inquiry Lessons in History/Social Studies

# data[].attributes.attachment_link.description
Read the Stanford Education Group's definition of and the rationale for using inquiry lessons in history/social studies in " What is an 'Inquiry Lesson'?". Pay particular attention to the teacher procedures for designing an inquiry lesson and keep in mind how these practices will help students address the Reading Standards for Literacy in History/Social Studies as well as the CA History-Social Science Standards.

# data[].attributes.body
Represent information in different ways!

# data[].attributes.body
A website that gives brief videos to teach word definitions

# data[].attributes.attachment_link.keywords[]
gre vocabulary preparation. middle school vocabulary

# data[].attributes.attachment_link.description
Multi-sensory approach to learning new words. Vocabulary building content for middle and high school students. English Language learners will find it extremely useful as well.

# data[].attributes.body
Use High or low tech dictionaries (click highlighted words to visit page)

# data[].attributes.body
Quickly add pictures, text, drawing, video, and audio. It is super intuitive and my students use this independently all the time to create their own books. http://bookcreator.com

# data[].attributes.body
Watch a video to learn about how to use the Read and Write Toolbar

# data[].attributes.attachment_link.title
Read & Write for Google - Everything You Need to Know

# data[].attributes.body
Watch a video to learn about how to use the Read and Write Toolbar

# data[].attributes.attachment_link.title
Read & Write for Google - Everything You Need to Know

# data[].attributes.body
Use Biteable to create your own quick and easy videos

# data[].attributes.attachment_link.description
The page you’re looking for was not found

# data[].attributes.attachment_link.description
McGraw-Hill provides solutions for educators that unlock the potential of every learner. Literacy, math, science, and more!

# data[].attributes.attachment_link.readable_text
Sign in to view your Student Text, complete Lesson Games, and more.

Common Issues:

Passwords are case sensitive.

If any information is auto populating, be sure to type over the top of it.

Do not copy and paste information into the fields.

If you are still having trouble, please try resetting your password.

# data[].attributes.attachment_link.description
Sign in to view your Student Text, complete Lesson Games, and more. Common Issues: Passwords are case sensitive. If any information is auto populating, be sure to type over the top of it. Do not copy and paste information into the fields. If you are still having trouble, please try resetting your password.

# data[].attributes.attachment_link.description
McGraw-Hill provides solutions for educators that unlock the potential of every learner. Literacy, math, science, and more!

# data[].attributes.attachment_link.description
This inquiry leads students through an investigation of the various roles of professionals who work in the community. While the focus of this inquiry is limited primarily to first responders, teachers could expand the discussion to include other community helpers or "school helpers" such as the custodial staff, cafeteria staff, librarians, etc.

# data[].attributes.attachment_link.title
ProCon.org - Pros and Cons of 100+ Topics

# data[].attributes.attachment_link.description
Explore both sides of debated issues. Presented in a non-partisan format with supporting background information, statistics, and resources.

# data[].attributes.body
Gwenn Lei, Ed.D

Executive Director, Curriculum & Instruction Service

650-802-5624

# data[].attributes.attachment_link.title
Food Timeline: food history research service

# data[].attributes.attachment_link.description
Food Timeline: food history reference & research service

# data[].attributes.attachment_link.readable_text
Drag the countries onto the map (no regions).

Drag the countries onto the map. (with regions)

Capitals of Europe

Click on the correct country (no outlines)

Click on the correct state (no outlines).

Click on the correct country. (no outlines)

Learn the names and locations of the capitals
of Europe!

Enter the first 3 letters of the name of the country

Drag each country onto the map (countries disappear.)

Drag each state onto the map (states disappear)

Drag each country onto the map (countries disappear.)

Pick the correct capital for the highlighted country.

Type the first three letters of the country's name (no outlines given).

Type the first three letters of the state's name (no outlines given.)

Type the first three letters of the country's name (no outlines given.)

Type the first 3 letters of the capital's name

Learn the oceans + bodies of water around the US

Click on the countries to learn the capitals

Click on the correct geographic region.

Click on the correct country for each capital. With regions..

Click the correct country with each capital.

Type in the first 3 letters
of the capital.

# data[].attributes.attachment_link.description
Drag the countries onto the map (no regions). Drag the countries onto the map. (with regions) Capitals of Europe Click on the correct country (no outlines) Click on the correct state (no outlines). Click on the correct country. (no outlines) Learn the names and locations of the capitals of Europe!

# data[].attributes.attachment_link.title
World Geography Games Online - Let's play and learn Geography!

# data[].attributes.attachment_link.description
Brain-engaging geography map games: learn countries of the world, capitals, flags, US States, continents, oceans, mountains, rivers, islands and much more.

# data[].attributes.headline
Padlet ofResources for Talking about Race/Hate Speech/ etc.

# data[].attributes.subject
Padlet ofResources for Talking about Race/Hate Speech/ etc.

# data[].attributes.attachment_link.description
Overview of the History/Social Studies Framework PADLET Resources Introduction and Planning Session https://goo.gl/JtA387 Gwenn Lei, Ed.D Coordinator Reading-Language Arts/ History-Social Studies Dan Meyer's Keynote at Asilomar, 2016 Thinking Like a Historian Flowcabulary- 3 branches of govenrment

# data[].attributes.attachment_link.readable_text
Bonnie Lewis / September 15, 2021

Elementary classes have a lot of curricula competing for airtime. Reading, math, writing, and many other vital and worthy topics fill the day. During a packed day, how can social studies inquiry fit into the schedule? Moreover, students get worn down and weighed down with everything they are expected to learn from the disciplines. Sometimes [...]

Bonnie Lewis / December 13, 2020

We began this COVID season with a group of teachers generating a set of compelling questions. What is the balance between freedom and security? Will a virus heal the partisan divide? How will disease change the world? When this list of questions was first published, no one knew if we could answer them but, like [...]

Jill Beccaris-Pescatore /

Who would think helicopters flying over your house would lead to an inquiry about slavery, the cotton industry and the Panic of 1837? Then again, it is 2020. I live in Philadelphia, Pennsylvania near the iconic Philadelphia Museum of Art. The "Art Museum" is a gathering place for celebrations, running up the "Rocky" steps and [...]

# data[].attributes.attachment_link.description
The Inquiry Design Model The Inquiry Design Model (IDM) is a distinctive approach to creating curriculum and instructional materials that honors teachers' knowledge and expertise, avoids overprescription, and focuses on the main elements of the instructional design process as envisioned in the Inquiry Arc of the College, Career, and Civic Life (C3) Framework for State [...]

# data[].attributes.body
Song about teaching themes in history.

# data[].attributes.attachment_link.title
Word Generation Download Center for Teachers

# data[].attributes.attachment_link.readable_text
If you're seeing this message, it means we're having trouble loading external resources on our website.

If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

To log in and use all the features of Khan Academy, please enable JavaScript in your browser.

We're a nonprofit with the mission to provide a free, world-class education for anyone, anywhere.

Learners, teachers, districts, and parents:

Why Khan Academy works

Personalized learning

Students practice at their own pace, first filling in gaps in their understanding and then accelerating their learning.

Trusted content

Created by experts, Khan Academy's library of trusted, standards-aligned practice and lessons covers math K-12 through early college, grammar, science, history, AP®, SAT®, and more. It's all free for learners and teachers.

Tools to empower teachers

With Khan Academy, teachers can identify gaps in their students' understanding, tailor instruction, and meet the needs of every student.

DISTRICTS

Khan Academy boosts

In a recent study, students were over twice as likely to meet grade-level standards with Khan Academy. Districts across the country are partnering with us to ensure all their students succeed.

TEACHERS

"I'm finally able to truly differentiate my classroom. This has been priceless for my students' engagement."

DUSTIN FAUTH / 4th grade teacher / Falmouth, MA

We empower teachers to support their entire classroom. 90% of US teachers who have used Khan Academy have found us effective.

SOURCE: 2018 ConStat U.S. Online Education Customer Survey

LEARNERS AND STUDENTS

You can learn anything.

Build a deep, rock-solid understanding in math, grammar, science, history, SAT®, AP®, and more.

"I come from a poor family. At home it's one room, just a room we live in. When I was a child, I used to fear mathematics. But now, I am in love with mathematics because of Khan Academy."

TOGETHER WE CAN MAKE A DIFFERENCE

Every child deserves the chance to learn.

Across the globe, 617 million children are missing basic math and reading skills. We're a nonprofit delivering the education they need, and we need your help. You can change the course of a child's life.

Key supporters

Supporters of our COVID-19 response

# data[].attributes.attachment_link.title
Khan Academy | Free Online Courses, Lessons & Practice

# data[].attributes.attachment_link.description
Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

# data[].attributes.attachment_link.readable_text
Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. These resources include classroom lessons, webinars, grants, podcasts, policy guides and much more. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

The program emphasizes anti-bias and social justice. The anti-bias approach encourages children and young people to challenge prejudice and learn how to be agents of change in their own lives. Our Social Justice Standards show how anti-bias education works through the four domains of identity, diversity, justice and action.

Teaching Tolerance was founded in 1991 to prevent the growth of hate. We began by publishing Teaching Tolerance magazine and producing films chronicling the modern civil rights movement. Today, our community includes more than 500,000 educators who read our magazine, screen our films, visit our website, participate in our professional development workshops and webinars, use our curriculum or engage in our social media community.

Visit Tolerance.org to learn more.

# data[].attributes.attachment_link.description
Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. These resources include classroom lessons, webinars, grants, podcasts, policy guides and much more. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

# data[].attributes.attachment_link.description
As the pioneers in this movement, champions of the 4Cs (Critical Thinking, Communication, Collaboration, and Creativity), and creators of the Framework for 21st Century Learning, P21 is the premier organization ensuring every child-without exception-experiences 21st century learning. And now, as a part of Battelle for Kids, P21 has even greater ability to make tangible and immediate impacts.

# data[].attributes.attachment_link.readable_text
Editor's Note: Today, Andrew P. Minigan, Education Project and Research Coordinator, The Right Question Institute, shares why he thinks the 4 Cs are missing a critical 5th C: Curiosity and Questioning. By guest blogger Andrew P. Minigan
In their Framework for 21st Century Learning, P21 recognizes the importance of teachers developing their students' learning and innovation skills. These skills, which are often referred to as "the 4 Cs," stand for creativity, critical thinking, communication, and collaboration. The 4 Cs capture the skills students should hone during their formal education to complement and drive knowledge acquisition and content mastery. Yet, there is an additional C that may be just as fundamental for learning and innovation: curiosity and question formulation.

Asking questions is not simply a means to gather information. Rather, by asking questions, students can identify their own knowledge gaps and think critically about what they are learning, assess information from individuals and other sources of information, think creatively and divergently, and work constructively with others. Curiosity and the skill of formulating questions supports the 4 Cs while also tapping into a skill that is not highlighted in the Framework for 21 st Century Learning.

Curiosity and Question Formulation

It seems that fostering student curiosity can have a direct impact on student engagement, interest, and assist students in driving their learning. For instance, neuroscientists from the University of California at Davis found that high curiosity may improve individual's memory for information they acquire, and they suggest "stimulating curiosity ahead of knowledge acquisition could enhance learning success." And a meta-analysis of over 200 studies found that curiosity influences academic achievement and curiosity with conscientiousness has as much of an impact on achievement as intelligence.

If student curiosity is so beneficial to learning then why has it been so often overlooked in the classroom? In his book, A More Beautiful Question, Warren Berger mentions that product-driven schools are byproducts of the industrial age, but the modern-day entrepreneurial work environment necessitates a question-asking model of education.

There is a lot expected of classroom teachers as they juggle curricula and evolving standards, all while attempting to address the individual needs of their students. One way to pivot to a curiosity-infused learning environment is by deliberately teaching students how to formulate questions with simple strategies that support the work educators are already doing.

Teaching students how to ask and use their own questions can have a significant positive impact on students' curiosity according to initial research findings from Boston University education researcher Shelby Clark. Students' questions engage them in their own learning, can be useful for addressing teaching and learning objectives, and help students develop a skill that lends itself to innovation and original thinking.

Creativity

In a piece for American Psychologist, Todd Kashdan and Frank Fincham suggest that "high curiosity is necessary, though not sufficient, for creativity." They posit that curiosity may be a link between an individual's experiences and an individual's creativity skills. Thinking in questions can help students make meaningful connections between what they are learning in the classroom with their interests. Producing questions allows students to make these connections in an unlimited amount of ways and to think divergently-in many different directions.

Developing divergent thinking skills is essential for sparking creativity and is especially beneficial when followed sequentially by convergent thinking. The Question Formulation Technique (QFT), for example, is a step-by-step process that helps students ask as many questions as they can and then transitions into students prioritizing their questions according to the educator's instructions. This process honors the creativity and ingenuity of students while having them carefully consider which of their questions will be most relevant as the lesson progresses.

Allowing students to be curious can allow creativity to flow. As author Erik Wahl writes, "In our early years, you and I consistently embodied the key traits that drive constant creativity. Curiosity ruled our senses. Enthusiasm ignited our actions. We did not fear what we did not know-instead we thrived on the process of discovery." Harnessing student curiosity can fuel productive divergent thinking while enhancing creative and innovative thinking. One student at Mt. San Antonio College just outside of Los Angeles learned the QFT in Professor Sun Ezzell's class. The student realized that they were not only able to, "come up with questions very quickly" but also that their, "thinking and creativity is improving and growing" as a result.

Critical Thinking

Students can use questions to challenge their own assumptions and other students' assumptions, consider what they know and what they do not know, and assess sources and information they are consuming. P21 highlights the importance of asking questions in their work on critical thinking and they believe that to solve problems students should be able to "identify and ask significant questions that clarify various points of view and lead to better solutions."

Students who learn to ask better questions are able to recognize the importance of the process of asking questions for problem solving. An 11th grader in the Los Angeles Unified School District reflected that "questions can help focus on a problem and think of solutions." Similarly, an undergraduate student at Brandeis University found that "[asking questions] helped me think more critically and deeply about the topics presented to us and about how to utilize different ideas to think about each one." Not only do students think differently when they begin to ask questions, they also recognize the process of asking questions as the mechanism that allows them to think and problem solve.

Communication

Being able to ask questions is also an effective way to target and gather information from other individuals. Curiosity can lead students to consider what they do not know or are still wondering about, and questions are a way to communicate this lack of knowledge to target and gather information from others who may have the answer. Listening to other individuals' questions can help one consider their perspective and learn from their thoughts. When students carefully listen to what their peers are curious about, it can stimulate their own curiosity and thinking.

An eighth grader at Gus Garcia Young Men's Leadership Academy in Austin, Texas, captured the importance of articulating one's own questions and hearing other students' questions. The eighth grader said that by generating questions with other students, "it helps me by getting me to think about questions on my own. Also, it gets my mind in motion to think about the questions other people make."

A kindergartner from Kentucky that participated in a question-asking activity with peers shared that "sometimes some stuff surprises me, like, about the questions. They surprise me that I haven't thought of ... [what] someone else thought of that I didn't know." Carving out space for students to collaboratively ask questions contributes to more equitable classrooms where all students can play an active role in their education and appreciate that their peers have interesting questions to ask as well.

Collaboration

When students produce questions collaboratively, they become co-constructors in their inquiries. One student may shed light on an idea or concept through their questions that then sparks the thinking of another student, leading down interesting paths for learning.

Dr. Adyemi Stembridge, an educator known for his work in the field of equity and student engagement, recently recalled an instance where students in a 4th grade classroom in Cherry Creek School District in Colorado were grappling with a classroom discussion. One student had a suggestion for how to tackle this-use the Question Formulation Technique. After this suggestion, Dr. Stembridge asked the student why a QFT might help. The student quickly responded, "Because I have a lot of questions in my head and I'm sure a lot of us do."

Through asking questions together, students gain new insight into their own thinking and the thinking of others and they learn to value the inquiry process. They build off one another's questions to create new questions. Students can work together to reach a consensus on which questions they will seek answers to or explore further and as a team they can establish next steps for their inquiry.

Curiosity in the Age of Information

In the 21st century, there is an urgent need for students to be able craft their own questions, strategize on their inquiry, and harness their curiosity to drive their own learning. As Picasso once famously quipped, "computers are useless; they can only give you answers." With the development of new technologies, there is no shortage of information to be found through a simple Google search.

This has placed a newfound value on the ability to think nimbly and to use curiosity to drive innovation by asking new questions that have yet to be explored. As journalist and author Clive Thompson put it, "How should you respond when you get powerful new tools for finding answers? Think of harder questions." Curiosity and learning to ask better questions is fundamental to the development of the 5 Cs, for learning, and for life.
Connect with Andrew, RQI, and the Center for Global Education on Twitter. Image credit:The Holler. Caption, "Sheila Varney's kindergarten students at Southside Elementary School in Belfry, Kentucky eagerly asking questions during the Question Formulation Technique."

# data[].attributes.attachment_link.title
The Importance of Curiosity and Questions in 21st-Century Learning

# data[].attributes.attachment_link.description
Editor's Note: Today, Andrew P. Minigan, Education Project and Research Coordinator, The Right Question Institute, shares why he thinks the 4 Cs are missing a critical 5th C: Curiosity and Questioning. By guest blogger Andrew P. Minigan In their Framework for 21st Century Learning, P21 recognizes the importance of teachers developing their students' learning and innovation skills.

# data[].attributes.attachment_link.title
CSMP - California Subject Matter Project

# data[].attributes.attachment_link.title
California Humanities - California Humanities

# data[].attributes.attachment_link.description
For over 40 years we have promoted the humanities as relevant, meaningful ways to connect us to one another in order to help strengthen California. We produce, fund, create and support humanities-based projects and programs, eye-opening cultural experiences and meaningful conversations. All of which we couldn't do without your help.

# data[].attributes.attachment_link.title
Home|California Council for the Social Studies|CCSS

# data[].attributes.attachment_link.description
CCSS is a non-profit professional organization serving both public and private school educators. We represent the leading voice for quality social studies education in California, host an annual conference for social studies educators. Members receive discounted rates.