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Ethnic Studies

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Assembly Bill 101 was signed into law by Governor Newsom on Friday, October 8, 2021. According to a statement released by the Governor’s Office, these courses will enable students to learn their own stories as well as those of their classmates.  The release went on to state that "a number of studies have shown that these courses boost student achievement over the long run — especially among students of color.”  The law acknowledges the thoughtful and thorough process that the State Board of Education (SBE) undertook to oversee the development of a model curriculum and allows Local Educational Agencies (LEAs) to create their own curriculum as long as it is approved by local School Boards that are subject to public hearings.  

By 2025-26: all high schools will offer at least a one-semester course on ethnic studies. This offering could be a pilot course.

By 2029–30: students must complete a one-semester course in ethnic studies in order to graduate; this includes students enrolled in a charter school. 

  • A year-long course offering can be made at the discretion of the school district.
  • Offerings may include a stand-alone, thematic, or a course integrated into another content area.
  • Ethnic studies content must be the primary driver of the classroom curriculum. 
  • A focus on [one or more] of the four foundational disciplines: African American/Black, Chicana/o/x and Latina/o/x, Native American, and Asian American and Pacific Islander studies. 
  • Meets the A-G requirement for the State of California.

The Ethnic Studies course development involved a diverse, multi-stakeholder committee consisting of teachers, site administrators, counselors, students, parents, and district office employees from various departments. Meetings took place during the 2022-23 and 2023-24 school years to thoroughly review the facets of the law, the guiding values and principles of Ethnic Studies, and the eight key outcomes of Ethnic Studies teachings, all considered critical aspects of the Instructional Guidance for K-12 schools in the California Ethnic Studies Model Curriculum.

The committee's goal was to ensure that IUSD’s Ethnic Studies course aligns with state and local policies, leverages district resources effectively, and meets the needs of our community. After extensive deliberation, the committee reached consensus on the following essential elements.

Option ElementSpecific Options
Course Attendance

In Person (Except for IVA) 

This course will be conducted in person at each of our high schools, with the exception of a virtual option for students that attend the IUSD Virtual Academy exclusively.

Course Focus

Multiple Domain/Discipline 

This course will focus on all 4 disciplines of Ethnic Studies: African American/Black, Asian American and Pacific Islander, Chicana/o/x and Latina/o/x, and Native Americans.

Course Integration

Stand Alone

This option creates a stand-alone course that is not integrated into existing curriculum or courses. It will be an independent course that is housed in the history-social sciences.

Course Length

Semester

This option is a one semester course that could be taken in either the fall or spring.

Developmental Appropriateness

11th/12th

This option recommends that the course is taught at the junior and senior levels.

Course Rigor

No Honors Option

This option does not provide any honors distinction within the context of an Ethnic Studies course. There will be no stand-alone honors course for Ethnic Studies.

Course Consistency

Fusion (District/Site) 

This option combines district oversight with site flexibility and ensures:

  • common essential standards established by the district committee
  • common training offered by the district
  • common scope and sequence across the district
  • district facilitated process for selection of instructional materials with final decision by site
  • assessments are developed by site PLC teams

The teacher committee engaged in a three-day curriculum design institute during the summer of 2024 to initiate the development process for an Ethnic Studies course. Participants focused on using the Understanding by Design framework to backward-plan each unit.

On the first day, teachers unpacked the standards and reviewed resources to establish a common understanding of the course. The second day began with peer review and consensus-building on unit titles and focal points. Dr. Marie Nubia-Feliciano, an ethnic studies professor, then provided professional development, emphasizing the importance of classroom activities that foster identity awareness. She also addressed disengagement and offered additional resources for further review.  On the final day, teachers collaborated to begin developing lesson plans for each unit. 

By the end of the institute, the group had aligned standards, skills, concepts, and essential questions with the units. They drafted success criteria, brainstormed assessments, and began aligning resources and lessons, concluding with unit presentations.

Future Meeting Dates: 

September 17, 2024 

November 21, 2024 

December 17, 2024 

February 11, 2025

The Steering Committee for 2024-2025 is dedicated to offering valuable input from a diverse group of educators. The committee is comprised of history and social science teachers, site administrators, special education personnel, differentiation experts, and language development specialists. Their collective expertise is intended to support the development of course units that are comprehensive, inclusive, and effectively address the needs of all students.

Future Meeting Dates: 

October 17, 2024 

December 5, 2024 

January 29, 2025

March 13, 2025 

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