History/Social Science/Civic Education
On September 10, 2020, the State Board of Education (SBE) adopted criteria and guidance to award a State Seal of Civic Engagement (SSCE) to California students who demonstrate excellence in civics education and participation, and an understanding of the United States Constitution, the California Constitution, and the democratic system of government. By adopting these criteria, California joined a small but growing number of states that formally recognize and promote student civic engagement with seals to affix to student transcripts, diplomas, or certificates of completion. Additional information and resources are provided by the California Department of Education(Opens in New Window) and by MCOE.
“Students who engage in inquiry- and project-based learning, including civic learning experiences, have opportunities to read and hear content texts within real-world contexts that enhance students’ engagement by piquing their interests and connecting with their own lives” (ELA/ELD Framework, California Department of Education, 2015, p. 88).
Civic learning opportunities are part of the History-Social Science Framework for California K-12 Public Schools, which addresses the History-Social Science Content Standards, Common Core State Standards for English Language Arts and Literacy in History–Social Studies, Science, and Technical Subjects, the California English Language Development Standards, the English Language Arts/English Language Development Framework (ELA/ELD Framework), and the College, Career, and Civic Life (C3) Framework for Social Studies State Standards (also see the Civic Learning Compendium.
The Monterey County Board of Education adopted the Support for Civic Learning: College, Career, and Civic Life Resolution on December 14, 2016 and encourages resources dedicated to civic learning opportunities with goals to achieve equity, diversity, and inclusion; to demonstrate and promote active citizenship, and to teach students civic skills needed for the 21st century workplace.
The C3 Framework Inquiry Arc Dimensions are:
Developing Questions and Planning Inquiries.
Applying Disciplinary Concepts and Tools.
Evaluating Sources and Using Evidence.
Communicating Conclusions and Taking Informed Action.
The Six Proven Practices in Civic Learning are:
Classroom instruction in government, history, geography, law, democracy and economics.
Discussion of current events and controversial issues, including their relevance to young people’s lives.
Service learning experiences that are directly linked to curriculum and instruction.
Extracurricular activities that give students opportunities to get involved in their schools, communities and local government and to work together.
Student participation in school governance.
Simulations of democratic processes, such as formal debates, voting, mock trials, Model United Nations and simulations of legislative deliberation (California Task Force on K-12 Civic Learning; Campaign for the Civic Mission of Schools(Opens in New Window)).
“Civic learning is a powerful tool for meeting several of the Local Control and Accountability Plan (LCAP) priority areas" (California Task Force on K-12 Civic Learning). Learn more: Civic Learning Lesson Plans(Opens in New Window)
Learning for Justice
Classroom Resources - Lessons, Learning plans, Student texts, Student tasks, Teaching strategies, Learning Plan Builder, Film kits, Printable posters.
Black Lives Matter at School.
Teaching Young Children About Bias, Diversity, and Social Justice - 5 Elementary School Strategies.
Building Racial Justice and Equity.
New York Times
Zinn Education Project
Teaching Materials by Theme such as Civil Rights, Criminal Justice and Incarceration, etc.
Math Access and Equity Resources During Distance Learning.
A Pathway to Equitable Math Instruction
Grade Level: 6-8. Resources and guidance to support Black, Latinx, and Multilingual students to thrive in grades 6-8.
Talking About Racism and Violence with Students: Resources for Educators.
AFT Share My Lesson
Teaching About Race and Racism: Lesson Plans and Resources.
Designing Distance Learning with an Equity Lens.
The Content, Literacy, Inquiry, and Citizenship Project
Grade-level: K-12. Professional learning and resources to help educators and school administrators successfully implement California’s History-Social Science Framework.
Content standards encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level. The curriculum framework provides guidelines for implementing the content standards. Contact us for new Framework implementation support and resources.
Newsletters provide bi-annual updates of events, resources, and professional learning opportunities. Also refer to the MCOE Civic Education site for civic learning opportunities and resources.
The National Council for the Social Studies' College, Career, and Civic Life (C3) Framework has four Dimensions: 1) Developing Questions and Planning Inquiries, 2) Applying Disciplinary Concepts and Tools, 3) Evaluating Sources and Using Evidence, and 4) Communicating Conclusions and Taking Informed Action.
The California History/Social Science project is dedicated to providing the highest quality history instruction, with a special focus on English learners, native speakers with low literacy, and economically disadvantaged students.
SHEGStanford History Education Group (SHEG) provides U.S. and World history resources, including formative assessment, and a document-based curriculum that can be taught to middle-school and high school students.