HistorySocial Science Framework Field Review Draft Chapter 7.docx
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HistorySocial Science Framework Field Review Draft Chapter 7.docx
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HistorySocialScienceFrameworkFieldReviewDraftChapter7
Chapter7:
UniversalAccesstotheHistory–SocialScienceCurriculum
Thedisciplinesofhistory–socialscienceprovidechildrenwithknowledgeofourpast,developproficientreadersandwriters,andpreparecitizensabletobothunderstandourincreasinglycomplexsocietyandparticipatefullyinourdemocraticsystem.Theultimategoalofhistory–socialscienceprogramsinCaliforniaistoensureaccesstohigh-qualitycurriculumandinstructionforallstudentsinordertomeetorexceedthestate’sHistory–SocialScienceContentStandards.Asanationofimmigrants,itisvitaltomaintainhistoryaspartofthecurriculuminordertoensurethatallstudentsunderstandtheworkingsofourdemocraticsocietyandtheirfuturecitizenshipinit.AshistorianKennethJacksonhasobserved,“Unlikemanyotherpeoples,Americansarenotboundtogetherbyacommonreligionoracommonethnicity.Instead,ourbindingheritageisademocraticvisionofliberty,equality,andjustice.IfAmericansaretopreservethatvisionandbringittodailypractice,itisimperativethatallcitizensunderstandhowitwasshapedinthepast”(NationalCouncilforHistoryEducation2005).
California’sChangingStudentPopulation
Californiaservesmorestudentsinthepublicschoolsystemthananyotherstateinthenation.In2007,alittleover6.2millionstudentswereenrolledinpublicschools(CDEDataquest)comparedtoalittleover4millionin1980(CDEArchives).Inadditiontothisgiantleapinpublicschoolenrollment,studentswhoaremembersofethnicallyandraciallydiversegroupshavemadeadramaticshiftinCaliforniaduringthissameperiod.Ethnicallyandraciallydiversestudentsmadeup44percentofthestudentpopulationin1980(CDEArchives).In2007,thisgrouprepresented71percent,makingCalifornia’sstudentpopulationthemostdiverseinthenation(CDEDataQuest).
Combinethesestatisticswiththefactthatapproximatelyone-fourthofCalifornia’sstudentsareEnglishlearners;specialeducationenrollmenthasincreased88percentinthelast27years(CDEArchives);andover50percentofourstudentsqualifyforfreeandreduced-pricelunchprograms.TeachersintheGoldenStatefacetremendouschallengesmeetingawidevarietyofstudentneeds(CDEDataQuest).
California’sAchievementGap
TheachievementgapisapersistentdisparityinperformanceonstatewideassessmentsbetweenwhiteandAsianAmericanstudentsononesideandAfricanAmericanandLatinostudentsontheother.TheCaliforniaDepartmentofEducationhasidentifiedagapinperformanceontheCaliforniaStandardsTests(CSTs)inreading/languageartsandmathematicsthathaspersisteddespiteimprovementsacrossallgradelevelsinrecentyears.Althoughthenumberofstudentsdemonstratingproficiencyonthesestatewideassessmentshasgrown,thegapbetweenwhite/AsianAmericanstudentsandAfricanAmericans/Latinoshaseitherremainedthesameornarrowedonlyslightlyintheaggregate(AcademicPerformanceIndexReportsInformationGuide2007-08).
Thisachievementgapisoftenexplainedintermsoftheeconomicstatusofstudents,butadeeperstudyofassessmentdataindicatesthatthisisnotthesoledeterminantbehindstudentoutcomes.Infact,whensocioeconomicstatusiscontrolledfor,theachievementgapremainsstarklyevident.Forexample,fewerAfricanAmericanandLatinostudentswhowerenotclassifiedas“socioeconomicallydisadvantaged”scoredatthelevelof“proficient”orhigheronthe2007CSTinmathematicsandEnglish-languageartsthanwhitestudentswhowereclassifiedassocioeconomicallydisadvantaged.PerformanceontheHistory–SocialScienceCSTrevealedasimilargap.Whatthismeansisthatmiddle-classminoritystudentsarefailingtoperformatlevelsequivalenttowhitestudentswhocomefromdisadvantagedbackgrounds.Clearly,thisindicatesthattherearedeepercausalfactorsatworkherethattranscendeconomicstatus
(AcademicPerformanceIndexReportsInformationGuide2008).
TheCaliforniaDepartmentofEducation’sP–16Councildevelopedareportontheachievementgapthatidentifiesfourprimarythemestoaddresstheissuesthatinhibitstudentlearning.Theseareasareaccess,cultureandclimate,expectations,andstrategies(oftencollectivelyreferredtoas“ACES”).
•Access:
theextenttowhichallstudentshaveequitableaccesstocoreconditions,suchasqualified,effectiveteachers;rigorous,standards-alignedcurriculum;andeffectiveinterventions
•CultureandClimate:
howschoolscanofferthebestenvironmentforpromotinglearningandasenseofbelongingforstudents,parents,andschoolstaff
•Expectations:
howwemusttrulyfosterhighexpectationsforallineducation
•Strategies:
theproveneffectiveorpromisingpracticesthestatecanpromoteforclosingtheachievementgap(TheComprehensiveLegislativeUpdateonEducation,January2008)
ThepedagogyaddressedinthischapteraswellasanemphasisonculturalawarenessprovidestoolsforclosingCalifornia’spersistentachievementgap.
ThediversityofCalifornia’sstudentspresentsuniqueopportunitiesandsignificantchallengesforinstruction.Studentscometoschoolwithawidevarietyofskills,abilities,andinterestsaswellasvaryingproficiencyinEnglishandotherlanguages.Thewiderthevariationofthestudentpopulationineachclassroom,themorecomplextheteacher’srolebecomesinorganizinghigh-qualitycurriculumandinstructioninhistory–socialscience.
CulturalAwareness
Studentsmaypossessmultipleculturalidentitiesbasedupontheirgender,class,race,ethnicity,religion,anddisabilities(IgnatjevaandIliško,2008).Itisimportantforteacherstobecomeawareofhoweachofthesecomponentsaffectstheirownculturalidentityaswellastheirstudents’.Itisimpossibletoclaimthatstudentsfromoneculturalorethnicgrouparemoreproficientinoneparticularlearningmodeorlearningenvironment.However,teacherscancarefullyresearchthedifferentculturesrepresentedbytheirstudentsinordertoobtaintoolsthatmaypositivelyimpacttheclassroomenvironment.Culturallycompetentteachersgainrespectforculturaldifferencesandadaptlanguageandcommunicationpatternstobeculturallysensitive(Ladson-Billings1994).
Includingculturaldiversityinthecurriculumisanothercriticalelementofculturalawareness.Californiateacherscanfillgapsfoundinthecurriculumbyaddingrelevantexamplesofdiversitybeyondthoseincludedinthestandards.Forexample,theyaddculturallyorethnicallydiverseexamplesofindividualorgroupachievements,contributions,primarysourcedocuments(perspectives),images,art,literature,songs,textbooks,supplementarymaterials,andevenpostersandbulletinboardsthatmaynotalreadybepresentintheirclassrooms.Itisimportantforstudentstoseeexamplesofmembersfromtheirowncultural,ethnic,andevenlinguisticbackgroundsintheclassroommaterialsthattheyuseonaregularbasis.Teachersmustestablishaconnectedness,orastronglinkbetweenwhatchildrenlearnandtheirlivesbeyondtheclassroomdoors(Hunsberger2007).Whenstudentsfeelapersonalconnectiontothecurriculum,itwillimprovetheirmotivationtolearnandultimatelyresultinhigheracademicachievement.Providingclearinstructionsandremovingculturalbiasfrominstructionalandassessmentmaterialsareequallyimportant.Bush,Knesting,andSkiba(2002)writethatthetestbiasoccurswhenminoritygroupshavenotbeenexposedtoinformationthattheyarerequiredtounderstandtoanswercertaintestitemscorrectly.Teacherpreparationprogramsshouldaddresstheseissuesandprovidetrainingfornewteacherstorecognizeculturalbiasandstereotypesininstructionalmaterials.
Holdinghighexpectationsforallstudentsandunderstandingthatchildrenfromlowsocioeconomicanddiversebackgroundspossessthecapabilitiesanddesiretobesuccessfulinschoolareimportantelementsforallclassroominstruction.Ateacher’sbeliefsaboutstudents’abilitiestolearnhaveasignificantimpactonstudentperformance(Ladson-Billings1994).Culturallyawareteachersholdhighexpectationsforallstudents,regardlessoftheircultural,linguistic,ethnic,orsocioeconomicbackground.Theytakepersonalresponsibilityfortheacademicsuccessoftheirstudentsandarewillingtoadapttheirclassroom,curriculum,strategies,andteachingstylestoprovideanappropriatelearningenvironmentforallstudents.
Studentscometotheclassroomwithawiderangeoflearningstrengthsandweaknessregardlessoftheirculturalorsocioeconomicbackgrounds.Teachersdeterminewherestudentsareacademicallyandmovethemforwardatanappropriatepace.Increasedculturalawarenesscanonlybenefitstudentsandcreateabetterlearningenvironment.Sternberg(2007)writesthatschoolsarebetterabletoteachandassessstudentswhenculturalcontextistakenintoaccount.
UniversalAccessinHistory–SocialScience
Instructioninhistory–socialscienceposescognitiveandcontentareachallengesbecauseitisaliteratediscipline;itsthinkingisconstructedinlanguage.Studentsarebetterpreparedtounderstandhistoricaltextswhentheylearnhowtodecipherthegrammaticalandmethodologicalchoicesmadebyhistorians(SchleppegrellandAchugar2000).Historicalthinkingcompelsstudentstodistinguishcontinuitiesanddifferencesbetweentheirfamiliarpresentandthelessfamiliarpast(Weinburg2001).Studentsmustreceiveexplicitinstructiononhowtobreaktextaparttogatherfurthermeaning,grapplewithdifficultdiscipline-specificvocabulary,anddealwiththeothercomplexitiesofhowhistoryisoftenwritten,reconstru
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