AB 2864: Pupil instruction: Chinese Exclusion Act of 1882: Chinese Americans' contributions to establishment of transcontinental railroad.
- Session Year: 2015-2016
- House: Assembly
- Latest Version Date: 2016-09-26
Existing law requires the State Department of Education to incorporate materials relating to civil rights, human rights violations, genocide, slavery, and the Holocaust into publications that provide examples of curriculum resources for teacher use, consistent with the subject frameworks on history and social science and other requirements. Under existing law, the Legislature encourages the incorporation of survivor, rescuer, liberator, and witness oral testimony into the teaching of human rights, genocide, and the Holocaust. Existing law establishes the Instructional Quality Commission and requires the commission to, among other things, recommend curriculum frameworks to the State Board of Education.
This bill would encourage all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad. The bill would require those topics to be considered for inclusion, as provided, when the state board revises and adopts the history-social science curriculum framework on or after January 1, 2017.
Existing law requires the State Department of Education to incorporate materials relating to civil rights, human rights violations, genocide, slavery, and the Holocaust into publications that provide examples of curriculum resources for teacher use, consistent with the subject frameworks on history and social science and other requirements. Under existing law, the Legislature encourages the incorporation of survivor, rescuer, liberator, and witness oral testimony into the teaching of human rights, genocide, and the Holocaust. Existing law establishes the Instructional Quality Commission and requires the commission to, among other things, recommend curriculum frameworks to the State Board of Education.
This bill would encourage all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad. The bill would require those topics to be considered for inclusion, as provided, when the state board revises and adopts the history-social science curriculum framework on or after January 1, 2017.
Existing law requires the State Department of Education to incorporate materials relating to civil rights, human rights violations, genocide, slavery, and the Holocaust into publications that provide examples of curriculum resources for teacher use, consistent with the subject frameworks on history and social science and other requirements. Under existing law, the Legislature encourages the incorporation of survivor, rescuer, liberator, and witness oral testimony into the teaching of human rights, genocide, and the Holocaust. Existing law establishes the Instructional Quality Commission and requires the commission to, among other things, recommend curriculum frameworks to the State Board of Education.
This bill would encourage all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Chinese Exclusion Act of 1882, the Geary Act of 1892, and other specified laws relating to the discrimination against, and mistreatment of, Chinese and other minority groups. 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad. The bill would require those laws topics be considered in the next cycle in which for inclusion, as provided, when the state board revises and adopts the history-social science curriculum framework and its accompanying instructional materials are adopted. on or after January 1, 2017.
Existing law requires the State Department of Education to incorporate materials relating to civil rights, human rights violations, genocide, slavery, and the Holocaust into publications that provide examples of curriculum resources for teacher use, consistent with the subject frameworks on history and social science and other requirements. Under existing law, the Legislature encourages the incorporation of survivor, rescuer, liberator, and witness oral testimony into the teaching of human rights, genocide, and the Holocaust. Existing law establishes the Instructional Quality Commission and requires the commission to, among other things, recommend curriculum frameworks to the State Board of Education.
This bill would encourage all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Chinese Exclusion Act of 1882, the Geary Act of 1892, and other specified laws relating to the discrimination against, and mistreatment of, Chinese and other minority groups. The bill would require those laws be considered in the next cycle in which the history-social science curriculum framework and its accompanying instructional materials are adopted.
(a)(1)The department shall incorporate into publications that provide examples of curriculum resources for teacher use those materials developed by publishers of nonfiction, trade books, and primary sources, or other public or private organizations, that are age appropriate and consistent with the subject frameworks on history and social science that deal with civil rights, human rights violations, genocide, slavery, and the Holocaust.
(2)The Legislature encourages the department to incorporate into publications that provide examples of curriculum resources for teacher use those materials developed by publishers of nonfiction, trade books, and primary sources, or other public or private organizations, that are age appropriate and consistent with the subject frameworks on history and social science that deal with the Armenian, Cambodian, Darfur, and Rwandan genocides.
(b)(1)The Legislature encourages the incorporation of survivor, rescuer, liberator, and witness oral testimony into the teaching of human rights, the Holocaust, and genocide, including, but not limited to, the Armenian, Cambodian, Darfur, and Rwandan genocides.
(2)As used in this subdivision, oral testimony means the firsthand accounts of significant historical events presented in a format that includes, but is not limited to, in-person testimony, video, or a multimedia option, such as a DVD or an online video.
(c)The Legislature encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about civil rights, human rights violations, genocide, slavery, the Armenian Genocide, and the Holocaust.
(d)The Legislature encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Great Irish Famine of 184550.
(e)The Great Irish Famine of 184550 shall be considered in the next cycle in which the history-social science curriculum framework and its accompanying instructional materials are adopted.
(f)(1)The Legislature encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.
(2)When the state board revises and adopts the curriculum framework for history-social science on or after January 1, 2017, the state board shall consider providing for the inclusion, in that curriculum framework, evaluation criteria, and accompanying instructional materials, of instruction on the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.
(g)When the history-social science curriculum framework is revised as required by law, the Instructional Quality Commission shall consider including the Armenian, Cambodian, Darfur, and Rwandan genocides in the recommended history-social science curriculum framework.
(h)The Model Curriculum for Human Rights and Genocide adopted by the state board, pursuant to Section 51226, shall be made available to schools in grades 7 to 12, inclusive, as soon as funding is available for this purpose. In addition, the department shall make the curriculum available on its Internet Web site.
(i)For purposes of this article, Armenian Genocide means the torture, starvation, and murder of 1,500,000 Armenians, which included death marches into the Syrian desert, by the rulers of the Ottoman Turkish Empire and the exile of more than 500,000 innocent people during the period from 1915 to 1923, inclusive.
(j)When the state board revises and adopts the curriculum framework for history-social science on or after January 1, 2016, the state board shall consider providing for the inclusion, in that curriculum framework, evaluation criteria, and accompanying instructional materials, of instruction on the unconstitutional deportation to Mexico during the Great Depression of citizens and lawful permanent residents of the United States.
(k)As used in subdivisions (b) and (c), human rights and human rights violations include the unconstitutional deportation to Mexico during the Great Depression of citizens and lawful permanent residents of the United States.
(a)(1)The department shall incorporate into publications that provide examples of curriculum resources for teacher use those materials developed by publishers of nonfiction, trade books, and primary sources, or other public or private organizations, that are age appropriate and consistent with the subject frameworks on history and social science that deal with civil rights, human rights violations, genocide, slavery, and the Holocaust.
(2)The Legislature encourages the department to incorporate into publications that provide examples of curriculum resources for teacher use those materials developed by publishers of nonfiction, trade books, and primary sources, or other public or private organizations, that are age appropriate and consistent with the subject frameworks on history and social science that deal with the Armenian, Cambodian, Darfur, and Rwandan genocides.
(b)(1)The Legislature encourages the incorporation of survivor, rescuer, liberator, and witness oral testimony into the teaching of human rights, the Holocaust, and genocide, including, but not limited to, the Armenian, Cambodian, Darfur, and Rwandan genocides.
(2)As used in this subdivision, oral testimony means the firsthand accounts of significant historical events presented in a format that includes, but is not limited to, in-person testimony, video, or a multimedia option, such as a DVD or an online video.
(c)The Legislature encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about civil rights, human rights violations, genocide, slavery, the Armenian Genocide, and the Holocaust.
(d)The Legislature encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Great Irish Famine of 184550.
(e)The Great Irish Famine of 184550 shall be considered in the next cycle in which the history-social science curriculum framework and its accompanying instructional materials are adopted.
(f)(1)The Legislature encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.
(2)When the state board revises and adopts the curriculum framework for history-social science on or after January 1, 2017, the state board shall consider providing for the inclusion, in that curriculum framework, evaluation criteria, and accompanying instructional materials, of instruction on the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.
(g)When the history-social science curriculum framework is revised as required by law, the Instructional Quality Commission shall consider including the Armenian, Cambodian, Darfur, and Rwandan genocides in the recommended history-social science curriculum framework.
(h)The Model Curriculum for Human Rights and Genocide adopted by the state board, pursuant to Section 51226, shall be made available to schools in grades 7 to 12, inclusive, as soon as funding is available for this purpose. In addition, the department shall make the curriculum available on its Internet Web site.
(i)For purposes of this article, Armenian Genocide means the torture, starvation, and murder of 1,500,000 Armenians, which included death marches into the Syrian desert, by the rulers of the Ottoman Turkish Empire and the exile of more than 500,000 innocent people during the period from 1915 to 1923, inclusive.
(j)When the state board revises and adopts the curriculum framework for history-social science on or after January 1, 2016, the state board shall consider providing for the inclusion, in that curriculum framework, evaluation criteria, and accompanying instructional materials, of instruction on the unconstitutional deportation to Mexico during the Great Depression of citizens and lawful permanent residents of the United States.
(k)As used in subdivisions (b) and (c), human rights and human rights violations include the unconstitutional deportation to Mexico during the Great Depression of citizens and lawful permanent residents of the United States.
(a)(1)The department shall incorporate into publications that provide examples of curriculum resources for teacher use those materials developed by publishers of nonfiction, trade books, and primary sources, or other public or private organizations, that are age appropriate and consistent with the subject frameworks on history and social science that deal with civil rights, human rights violations, genocide, slavery, and the Holocaust.
(2)The Legislature encourages the department to incorporate into publications that provide examples of curriculum resources for teacher use those materials developed by publishers of nonfiction, trade books, and primary sources, or other public or private organizations, that are age appropriate and consistent with the subject frameworks on history and social science that deal with the Armenian, Cambodian, Darfur, and Rwandan genocides.
(b)(1)The Legislature encourages the incorporation of survivor, rescuer, liberator, and witness oral testimony into the teaching of human rights, the Holocaust, and genocide, including, but not limited to, the Armenian, Cambodian, Darfur, and Rwandan genocides.
(2)As used in this subdivision, oral testimony means the firsthand accounts of significant historical events presented in a format that includes, but is not limited to, in-person testimony, video, or a multimedia option, such as a DVD or an online video.
(c)The Legislature encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about civil rights, human rights violations, genocide, slavery, the Armenian Genocide, and the Holocaust.
(d)The Legislature encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Great Irish Famine of 184550.
(e)The Great Irish Famine of 184550 shall be considered in the next cycle in which the history-social science curriculum framework and its accompanying instructional materials are adopted.
(f)(1)The Legislature encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Chinese Exclusion Act of 1882 as the first major law to single out and forbid a specific ethnic group, the Chinese, from immigrating to, and becoming naturalized citizens of, the United States, and the Geary Act of 1892, which extended the prohibitions of the Chinese Exclusion Act of 1882 and imposed new and onerous requirements on Chinese immigrants. and the contributions of Chinese Americans to the establishment of the transcontinental railroad.
(2)The Legislature encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about additional laws that were enacted to perpetuate the discrimination against, and unequal treatment of, Chinese and other minority groups, including numerous antimiscegenation laws that prohibited marriage between white women and men of minority background or ancestry; the Alien Land Law of 1913, which prohibited aliens ineligible for citizenship from owning land or property; the Cable Act of 1922, which terminated the United States citizenship of any woman who married an alien ineligible for United States citizenship; and the Immigration Act of 1924, which limited the number of immigrants who could be admitted from any country and prohibited the immigration of all Asians.
(3)The Chinese Exclusion Act of 1882, the Geary Act of 1892, and the other laws identified in paragraph (2) shall be considered in the next cycle in which the history-social science curriculum framework and its accompanying instructional materials are adopted.
(2)When the state board revises and adopts the curriculum framework for history-social science on or after January 1, 2017, the state board shall consider providing for the inclusion, in that curriculum framework, evaluation criteria, and accompanying instructional materials, of instruction on the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.
(g)When the history-social science curriculum framework is revised as required by law, the Instructional Quality Commission shall consider including the Armenian, Cambodian, Darfur, and Rwandan genocides in the recommended history-social science curriculum framework.
(h)The Model Curriculum for Human Rights and Genocide adopted by the state board, pursuant to Section 51226, shall be made available to schools in grades 7 to 12, inclusive, as soon as funding is available for this purpose. In addition, the department shall make the curriculum available on its Internet Web site.
(i)For purposes of this article, Armenian Genocide means the torture, starvation, and murder of 1,500,000 Armenians, which included death marches into the Syrian desert, by the rulers of the Ottoman Turkish Empire and the exile of more than 500,000 innocent people during the period from 1915 to 1923, inclusive.
(j)When the state board revises and adopts the curriculum framework for history-social science on or after January 1, 2016, the state board shall consider providing for the inclusion, in that curriculum framework, evaluation criteria, and accompanying instructional materials, of instruction on the unconstitutional deportation to Mexico during the Great Depression of citizens and lawful permanent residents of the United States.
(k)As used in subdivisions (b) and (c), human rights and human rights violations include the unconstitutional deportation to Mexico during the Great Depression of citizens and lawful permanent residents of the United States.
(a)(1)The department shall incorporate into publications that provide examples of curriculum resources for teacher use those materials developed by publishers of nonfiction, trade books, and primary sources, or other public or private organizations, that are age appropriate and consistent with the subject frameworks on history and social science that deal with civil rights, human rights violations, genocide, slavery, and the Holocaust.
(2)The Legislature encourages the department to incorporate into publications that provide examples of curriculum resources for teacher use those materials developed by publishers of nonfiction, trade books, and primary sources, or other public or private organizations, that are age appropriate and consistent with the subject frameworks on history and social science that deal with the Armenian, Cambodian, Darfur, and Rwandan genocides.
(b)(1)The Legislature encourages the incorporation of survivor, rescuer, liberator, and witness oral testimony into the teaching of human rights, the Holocaust, and genocide, including, but not limited to, the Armenian, Cambodian, Darfur, and Rwandan genocides.
(2)As used in this subdivision, oral testimony means the firsthand accounts of significant historical events presented in a format that includes, but is not limited to, in-person testimony, video, or a multimedia option, such as a DVD or an online video.
(c)The Legislature encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about civil rights, human rights violations, genocide, slavery, the Armenian Genocide, and the Holocaust.
(d)The Legislature encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Great Irish Famine of 184550.
(e)The Great Irish Famine of 184550 shall be considered in the next cycle in which the history-social science curriculum framework and its accompanying instructional materials are adopted.
(f)(1)The Legislature encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Chinese Exclusion Act of 1882 as the first major law to single out and forbid a specific ethnic group, the Chinese, from immigrating to, and becoming naturalized citizens of, the United States, and the Geary Act of 1892, which extended the prohibitions of the Chinese Exclusion Act of 1882 and imposed new and onerous requirements on Chinese immigrants.
(2)The Legislature encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about additional laws that were enacted to perpetuate the discrimination against, and unequal treatment of, Chinese and other minority groups, including numerous antimiscegenation laws that prohibited marriage between white women and men of minority background or ancestry; the Alien Land Law of 1913, which prohibited aliens ineligible for citizenship from owning land or property; the Cable Act of 1922, which terminated the United States citizenship of any woman who married an alien ineligible for United States citizenship; and the Immigration Act of 1924, which limited the number of immigrants who could be admitted from any country and prohibited the immigration of all Asians.
(3)The Chinese Exclusion Act of 1882, the Geary Act of 1892, and the other laws identified in paragraph (2) shall be considered in the next cycle in which the history-social science curriculum framework and its accompanying instructional materials are adopted.
(f)
(g)When the history-social science curriculum framework is revised as required by law, the Instructional Quality Commission shall consider including the Armenian, Cambodian, Darfur, and Rwandan genocides in the recommended history-social science curriculum framework.
(g)
(h)The Model Curriculum for Human Rights and Genocide adopted by the state board, pursuant to Section 51226, shall be made available to schools in grades 7 to 12, inclusive, as soon as funding is available for this purpose. In addition, the department shall make the curriculum available on its Internet Web site.
(h)
(i)For purposes of this article, Armenian Genocide means the torture, starvation, and murder of 1,500,000 Armenians, which included death marches into the Syrian desert, by the rulers of the Ottoman Turkish Empire and the exile of more than 500,000 innocent people during the period from 1915 to 1923, inclusive.
(i)
(j)When the state board revises and adopts the curriculum framework for history-social science on or after January 1, 2016, the state board shall consider providing for the inclusion, in that curriculum framework, evaluation criteria, and accompanying instructional materials, of instruction on the unconstitutional deportation to Mexico during the Great Depression of citizens and lawful permanent residents of the United States.
(j)
(k)As used in subdivisions (b) and (c), human rights and human rights violations include the unconstitutional deportation to Mexico during the Great Depression of citizens and lawful permanent residents of the United States.
|
Date
|
Status
|
|---|---|
| May 12, 2016 | Read third time. Passed. Ordered to the Senate. |
| Aug 22, 2016 | Enrolled and presented to the Governor at 4 p.m. |
| Aug 16, 2016 | In Assembly. Ordered to Engrossing and Enrolling. |
| Aug 15, 2016 | Read third time. Passed. Ordered to the Assembly. (Ayes 35. Noes 1.). |
| Aug 15, 2016 | Read third time. Passed. Ordered to the Assembly. (Ayes 35. Noes 1. Page 4952.). |
| Aug 15, 2016 | Read third time. Passed. Ordered to the Assembly. |
| Jun 21, 2016 | Read second time. Ordered to third reading. |
| Jun 20, 2016 | From committee: Be placed on second reading file pursuant to Senate Rule 28.8. |
| Jun 8, 2016 | From committee: Do pass and re-refer to Com. on APPR. (Ayes 5. Noes 0.) (June 8). Re-referred to Com. on APPR. |
| May 19, 2016 | Referred to Com. on ED. |
| May 12, 2016 | Read third time. Passed. Ordered to the Senate. (Ayes 78. Noes 0.) |
| May 12, 2016 | Read third time. Passed. Ordered to the Senate. (Ayes 78. Noes 0. Page 4790.) |
| Feb 19, 2016 | Introduced. To print. |
| May 12, 2016 | In Senate. Read first time. To Com. on RLS. for assignment. |
| May 5, 2016 | Read second time. Ordered to Consent Calendar. |
| May 4, 2016 | From committee: Do pass. To Consent Calendar. (Ayes 20. Noes 0.) (May 4). |
| Apr 28, 2016 | Re-referred to Com. on APPR. |
| Apr 27, 2016 | Read second time and amended. |
| Apr 26, 2016 | From committee: Amend, and do pass as amended and re-refer to Com. on APPR. (Ayes 7. Noes 0.) (April 20). |
| Apr 13, 2016 | In committee: Set, first hearing. Hearing canceled at the request of author. |
| Mar 14, 2016 | Referred to Com. on ED. |
| Feb 22, 2016 | Read first time. |
| Feb 21, 2016 | From printer. May be heard in committee March 22. |
|
Date
|
Description
|
Location
|
Votes
|
|
|---|---|---|---|---|
| Aug 15, 2016 | Assembly 3rd Reading AB2864 Chau By Pan | Senate Floor |
Passed |
|
| Jun 8, 2016 | Do pass, but first be re-referred to the Committee on [Appropriations] | Senate Standing Committee on Education |
Passed |
|
| May 12, 2016 | AB 2864 CHAU Consent Calendar Second Day Regular Session | Assembly Floor |
Passed |
|
| May 4, 2016 | Do pass. To Consent Calendar. | Assembly Standing Committee on Appropriations |
Passed |
|
| Apr 20, 2016 | Do pass as amended and be re-referred to the Committee on [Appropriations] | Assembly Standing Committee on Education |
Passed |
This list shows positions taken on this bill by organizations on the date displayed, which is linked to the original source.
Positions by individuals are not included.
|
Organization
|
Position
|
Date
|
|---|---|---|
| Alhambra Unified School District Board Member Adele Andrade-Stadler | ** Support | Aug 15, 2016 |
| Alhambra Unified School District Board Member Jane Anderson | ** Support | Aug 15, 2016 |
| Alhambra Unified School District Board Member Robert Gin | ** Support | Aug 15, 2016 |
| Californians Together | * Indeterminate | Apr 20, 2016 |
| Chinese American Citizens Alliance - Los Angeles Lodge | ** Support | Aug 15, 2016 |
| Chinese American Citizens Alliance - National | ** Support | Aug 15, 2016 |
| Chinese American Citizens Alliance - San Francisco Lodge | ** Support | Aug 15, 2016 |
| Chinese American Citizens Alliance, Oakland Lodge | ** Support | Aug 15, 2016 |
| Chinese American Community Affairs Council | ** Support | Aug 15, 2016 |
| Chinese-American Elected Officials | ** Support | Aug 15, 2016 |
| Heal The Bay | * Support | Jun 26, 2018 |
| Oakland City Councilmember Abel Gullien | ** Support | Aug 15, 2016 |
| OCA - Greater Los Angeles | ** Support | Aug 15, 2016 |
| San Francisco Unified School District | ** Support | Aug 15, 2016 |
| School for Integrated Academics and Technologies | * Support | Jun 8, 2016 |
| SIATech High School | ** Support | Aug 15, 2016 |
| u None received. | ** Against | Jun 8, 2016 |
| University of California, Santa Cruz, American Studies Department | ** Support | Aug 15, 2016 |
Office of Senate Floor Analyses (916) 651-1520 Fax: (916) 327-4478 | AB |
THIRD READING
Bill No: AB 2864
:
SENATE EDUCATION COMMITTEE: 5-0, 6/8/16
AYES: Block, Leyva, Mendoza, Monning, Pan
NO VOTE RECORDED: Liu, Hancock, Huff, Vidak
SENATE APPROPRIATIONS COMMITTEE: Senate Rule 28.8
ASSEMBLY FLOOR: 78-0, 5/12/16 (Consent) - See last page for vote
DIGEST: This bill requires the State Board of Education (SBE), during the next revision of the history-social science framework, to consider including instruction on the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.
Existing law:
- Establishes the Instructional Quality Commission (formerly known as the Curriculum Commission) as an advisory body to the SBE on matters related to curriculum, instructional materials, and content standards. (Education Code § 33530)
- Requires the Instructional Quality Commission (IQC), when the history-social science framework is revised, to receive input from civics learning experts, consider how civics and history instruction includes the application of content, ensure that voter education information is included, ensure specified historical documents are incorporated, and consider incorporating additional historical documents. (EC § 33540)
- Requires the IQC, during the next revision (after 2014) of the history-social science framework, to consider including instruction on the election of President Barack Obama and the significance of the United States electing its first African American President. (EC § 33543)
- Requires the Great Irish Famine of 1845-50 to be considered in the next cycle (after mid-1990s) in which the history-social science framework is adopted. (EC § 51226.3)
- Requires the IQC to consider incorporating into the history-social science framework the Armenian, Cambodian, Darfur, and Rwandan genocides. (EC § 51226.3)
- Requires the SBE, when it revises and adopts the history-social science framework after January 1, 2016, to consider including instruction on the unconstitutional deportation to Mexico during the Great Depression of citizens and lawful permanent residents of the United States. (EC § 51226.3)
- Requires the IQC, when next revising the history-social science framework (after 2013) to ensure that voter education information is included in the American government and civics curriculum at the high school level. (EC § 33540)
- Requires the SBE to 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. (EC § 51008)
- Authorizes instruction in all areas of study to include grade-level appropriate instruction on violence awareness and prevention, as specified. (EC § 51210.5 and § 51220.3)
- Encourages the incorporation of survivor, rescuer, liberator, and witness oral testimony into the teaching of human rights, the Holocaust, and genocide. (EC § 51226.3)
- Encourages state and local professional development activities to provide teachers with content background and resources to assist them in teaching about civil rights, human rights violations, genocide, slavery, the Armenian Genocide, the Holocaust, and the Great Irish Famine of 1845-50. (EC § 51226.3)
This bill:
- Requires the SBE, when the SBE revises and adopts the curriculum framework for history-social science after January 1, 2017, to consider providing for the inclusion in the framework, evaluation criteria, and accompanying instructional materials instruction on the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.
- Encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.
Comments
Already in the framework. The most recent draft of the update to the history-social science framework, approved by the IQC at its meeting on May 19-20, 2016, includes references to the Chinese Exclusion Act of 1882 and contributions of Chinese Americans to the establishment of the transcontinental railroad in grades 4 and 8, and a reference to the Chinese Exclusion Act of 1882 in grade 11.
Open process to develop frameworks. The IQC is responsible for advising the SBE on matters related to curriculum and instruction. The IQC has numerous subject matter committees, including the History-Social Science Subject Matter Committee. The process to revise the history-social science framework:
- Began in March 2008 with the recruitment of participants on the Curriculum Framework and Evaluation Criteria Committee.
- Four focus groups were held across the state from May-June 2008.
- The review committee was selected in September 2008, and met approximately every four weeks between February-June 2009 to develop the framework.
- The process was suspended in July 2009 due to budget reductions.
- The process resumed in September 2014, at which time the IQC approved the draft framework for field review.
- The draft was released for a 60-day public review and comment period.
- The History-Social Science Subject Matter Committee met in May 2015 to review the draft.
- The IQC analyzed the field review results and revised the draft framework.
- The History-Social Science Subject Matter Committee met again in October 2015.
- The IQC held a public two-day hearing in November 2015, and recommended approval of the draft framework.
- The draft framework was released for the second 60-day public comment period.
- The IQC considered and approved the draft framework in May 2016, and will present it to the SBE for adoption as early as July 2016.
The recently-revised framework for history-social science went through a lengthy public process, and generated over 1,000 public comments, including several letters sent by legislators. The IQC completed this process less than one month ago.
Not effective until 2024? The current revision of the history-social science framework is complete and near adoption by the SBE. This bill relates to the next revision of this framework after January 1, 2017. Existing law references an eight-year cycle for revisions to frameworks and the adoption of instructional materials (although a true schedule no longer exists). It is likely that the next revision of the history-social science framework will not occur for another eight years.
FISCAL EFFECT: Appropriation: Fiscal Com.: Local:
Alhambra Unified School District Board Member Adele Andrade-Stadler
Alhambra Unified School District Board Member Jane Anderson
Alhambra Unified School District Board Member Robert Gin
Chinese American Citizens Alliance, Oakland Lodge
Chinese American Citizens Alliance - Los Angeles Lodge
Chinese American Citizens Alliance – National
Chinese American Citizens Alliance – San Francisco Lodge
Chinese American Community Affairs Council
Chinese-American Elected Officials
Oakland City Councilmember Abel Gullien
OCA – Greater Los Angeles
San Francisco Unified School District
SIATech High School
University of California, Santa Cruz, American Studies Department
Numerous individuals
None received
ASSEMBLY FLOOR: 78-0, 5/12/16
AYES: Achadjian, Alejo, Travis Allen, Arambula, Atkins, Baker, Bigelow, Bloom, Bonilla, Bonta, Brough, Brown, Calderon, Campos, Chang, Chau, Chávez, Chiu, Chu, Cooley, Cooper, Dababneh, Dahle, Daly, Dodd, Eggman, Frazier, Beth Gaines, Gallagher, Cristina Garcia, Eduardo Garcia, Gatto, Gipson, Gomez, Gonzalez, Gordon, Gray, Grove, Hadley, Harper, Roger Hernández, Holden, Irwin, Jones, Kim, Lackey, Levine, Linder, Lopez, Low, Maienschein, Mathis, Mayes, McCarty, Medina, Melendez, Mullin, Nazarian, Obernolte, O'Donnell, Olsen, Patterson, Quirk, Ridley-Thomas, Rodriguez, Salas, Santiago, Steinorth, Mark Stone, Thurmond, Ting, Wagner, Waldron, Weber, Wilk, Williams, Wood, Rendon
NO VOTE RECORDED: Burke, Jones-Sawyer
8/10/16 16:13:47
Office of Senate Floor Analyses (916) 651-1520 Fax: (916) 327-4478 | AB |
THIRD READING
Bill No: AB 2864
:
SENATE EDUCATION COMMITTEE: 5-0, 6/8/16
AYES: Block, Leyva, Mendoza, Monning, Pan
NO VOTE RECORDED: Liu, Hancock, Huff, Vidak
SENATE APPROPRIATIONS COMMITTEE: Senate Rule 28.8
ASSEMBLY FLOOR: 78-0, 5/12/16 (Consent) - See last page for vote
DIGEST: This bill requires the State Board of Education (SBE), during the next revision of the history-social science framework, to consider including instruction on the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.
Existing law:
- Establishes the Instructional Quality Commission (formerly known as the Curriculum Commission) as an advisory body to the SBE on matters related to curriculum, instructional materials, and content standards. (Education Code § 33530)
- Requires the Instructional Quality Commission (IQC), when the history-social science framework is revised, to receive input from civics learning experts, consider how civics and history instruction includes the application of content, ensure that voter education information is included, ensure specified historical documents are incorporated, and consider incorporating additional historical documents. (EC § 33540)
- Requires the IQC, during the next revision (after 2014) of the history-social science framework, to consider including instruction on the election of President Barack Obama and the significance of the United States electing its first African American President. (EC § 33543)
- Requires the Great Irish Famine of 1845-50 to be considered in the next cycle (after mid-1990s) in which the history-social science framework is adopted. (EC § 51226.3)
- Requires the IQC to consider incorporating into the history-social science framework the Armenian, Cambodian, Darfur, and Rwandan genocides. (EC § 51226.3)
- Requires the SBE, when it revises and adopts the history-social science framework after January 1, 2016, to consider including instruction on the unconstitutional deportation to Mexico during the Great Depression of citizens and lawful permanent residents of the United States. (EC § 51226.3)
- Requires the IQC, when next revising the history-social science framework (after 2013) to ensure that voter education information is included in the American government and civics curriculum at the high school level. (EC § 33540)
- Requires the SBE to 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. (EC § 51008)
- Authorizes instruction in all areas of study to include grade-level appropriate instruction on violence awareness and prevention, as specified. (EC § 51210.5 and § 51220.3)
- Encourages the incorporation of survivor, rescuer, liberator, and witness oral testimony into the teaching of human rights, the Holocaust, and genocide. (EC § 51226.3)
- Encourages state and local professional development activities to provide teachers with content background and resources to assist them in teaching about civil rights, human rights violations, genocide, slavery, the Armenian Genocide, the Holocaust, and the Great Irish Famine of 1845-50. (EC § 51226.3)
This bill:
- Requires the SBE, when the SBE revises and adopts the curriculum framework for history-social science after January 1, 2017, to consider providing for the inclusion in the framework, evaluation criteria, and accompanying instructional materials instruction on the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.
- Encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.
Comments
Already in the framework. The most recent draft of the update to the history-social science framework, approved by the IQC at its meeting on May 19-20, 2016, includes references to the Chinese Exclusion Act of 1882 and contributions of Chinese Americans to the establishment of the transcontinental railroad in grades 4 and 8, and a reference to the Chinese Exclusion Act of 1882 in grade 11.
Open process to develop frameworks. The IQC is responsible for advising the SBE on matters related to curriculum and instruction. The IQC has numerous subject matter committees, including the History-Social Science Subject Matter Committee. The process to revise the history-social science framework:
- Began in March 2008 with the recruitment of participants on the Curriculum Framework and Evaluation Criteria Committee.
- Four focus groups were held across the state from May-June 2008.
- The review committee was selected in September 2008, and met approximately every four weeks between February-June 2009 to develop the framework.
- The process was suspended in July 2009 due to budget reductions.
- The process resumed in September 2014, at which time the IQC approved the draft framework for field review.
- The draft was released for a 60-day public review and comment period.
- The History-Social Science Subject Matter Committee met in May 2015 to review the draft.
- The IQC analyzed the field review results and revised the draft framework.
- The History-Social Science Subject Matter Committee met again in October 2015.
- The IQC held a public two-day hearing in November 2015, and recommended approval of the draft framework.
- The draft framework was released for the second 60-day public comment period.
- The IQC considered and approved the draft framework in May 2016, and will present it to the SBE for adoption as early as July 2016.
The recently-revised framework for history-social science went through a lengthy public process, and generated over 1,000 public comments, including several letters sent by legislators. The IQC completed this process less than one month ago.
Not effective until 2024? The current revision of the history-social science framework is complete and near adoption by the SBE. This bill relates to the next revision of this framework after January 1, 2017. Existing law references an eight-year cycle for revisions to frameworks and the adoption of instructional materials (although a true schedule no longer exists). It is likely that the next revision of the history-social science framework will not occur for another eight years.
FISCAL EFFECT: Appropriation: Fiscal Com.: Local:
Alhambra Unified School District Board Member Adele Andrade-Stadler
Alhambra Unified School District Board Member Jane Anderson
Alhambra Unified School District Board Member Robert Gin
Chinese American Citizens Alliance, Oakland Lodge
Chinese American Citizens Alliance - Los Angeles Lodge
Chinese American Citizens Alliance – National
Chinese American Citizens Alliance – San Francisco Lodge
Chinese American Community Affairs Council
Oakland City Councilmember Abel Gullien
OCA – Greater Los Angeles
San Francisco Unified School District
SIATech High School
University of California, Santa Cruz, American Studies Department
Numerous individuals
None received
ASSEMBLY FLOOR: 78-0, 5/12/16
AYES: Achadjian, Alejo, Travis Allen, Arambula, Atkins, Baker, Bigelow, Bloom, Bonilla, Bonta, Brough, Brown, Calderon, Campos, Chang, Chau, Chávez, Chiu, Chu, Cooley, Cooper, Dababneh, Dahle, Daly, Dodd, Eggman, Frazier, Beth Gaines, Gallagher, Cristina Garcia, Eduardo Garcia, Gatto, Gipson, Gomez, Gonzalez, Gordon, Gray, Grove, Hadley, Harper, Roger Hernández, Holden, Irwin, Jones, Kim, Lackey, Levine, Linder, Lopez, Low, Maienschein, Mathis, Mayes, McCarty, Medina, Melendez, Mullin, Nazarian, Obernolte, O'Donnell, Olsen, Patterson, Quirk, Ridley-Thomas, Rodriguez, Salas, Santiago, Steinorth, Mark Stone, Thurmond, Ting, Wagner, Waldron, Weber, Wilk, Williams, Wood, Rendon
NO VOTE RECORDED: Burke, Jones-Sawyer
8/3/16 17:54:31
Office of Senate Floor Analyses (916) 651-1520 Fax: (916) 327-4478 | AB |
THIRD READING
Bill No: AB 2864
:
SENATE EDUCATION COMMITTEE: 5-0, 6/8/16
AYES: Block, Leyva, Mendoza, Monning, Pan
NO VOTE RECORDED: Liu, Hancock, Huff, Vidak
SENATE APPROPRIATIONS COMMITTEE: Senate Rule 28.8
ASSEMBLY FLOOR: 78-0, 5/12/16 (Consent) - See last page for vote
DIGEST: This bill requires the State Board of Education (SBE), during the next revision of the history-social science framework, to consider including instruction on the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.
Existing law:
- Establishes the Instructional Quality Commission (formerly known as the Curriculum Commission) as an advisory body to the SBE on matters related to curriculum, instructional materials, and content standards. (Education Code § 33530)
- Requires the Instructional Quality Commission (IQC), when the history-social science framework is revised, to receive input from civics learning experts, consider how civics and history instruction includes the application of content, ensure that voter education information is included, ensure specified historical documents are incorporated, and consider incorporating additional historical documents. (EC § 33540)
- Requires the IQC, during the next revision (after 2014) of the history-social science framework, to consider including instruction on the election of President Barack Obama and the significance of the United States electing its first African American President. (EC § 33543)
- Requires the Great Irish Famine of 1845-50 to be considered in the next cycle (after mid-1990s) in which the history-social science framework is adopted. (EC § 51226.3)
- Requires the IQC to consider incorporating into the history-social science framework the Armenian, Cambodian, Darfur, and Rwandan genocides. (EC § 51226.3)
- Requires the SBE, when it revises and adopts the history-social science framework after January 1, 2016, to consider including instruction on the unconstitutional deportation to Mexico during the Great Depression of citizens and lawful permanent residents of the United States. (EC § 51226.3)
- Requires the IQC, when next revising the history-social science framework (after 2013) to ensure that voter education information is included in the American government and civics curriculum at the high school level. (EC § 33540)
- Requires the SBE to 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. (EC § 51008)
- Authorizes instruction in all areas of study to include grade-level appropriate instruction on violence awareness and prevention, as specified. (EC § 51210.5 and § 51220.3)
- Encourages the incorporation of survivor, rescuer, liberator, and witness oral testimony into the teaching of human rights, the Holocaust, and genocide. (EC § 51226.3)
- Encourages state and local professional development activities to provide teachers with content background and resources to assist them in teaching about civil rights, human rights violations, genocide, slavery, the Armenian Genocide, the Holocaust, and the Great Irish Famine of 1845-50. (EC § 51226.3)
This bill:
- Requires the SBE, when the SBE revises and adopts the curriculum framework for history-social science after January 1, 2017, to consider providing for the inclusion in the framework, evaluation criteria, and accompanying instructional materials instruction on the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.
- Encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.
Comments
Already in the framework. The most recent draft of the update to the history-social science framework, approved by the IQC at its meeting on May 19-20, 2016, includes references to the Chinese Exclusion Act of 1882 and contributions of Chinese Americans to the establishment of the transcontinental railroad in grades 4 and 8, and a reference to the Chinese Exclusion Act of 1882 in grade 11.
Open process to develop frameworks. The IQC is responsible for advising the SBE on matters related to curriculum and instruction. The IQC has numerous subject matter committees, including the History-Social Science Subject Matter Committee. The process to revise the history-social science framework:
- Began in March 2008 with the recruitment of participants on the Curriculum Framework and Evaluation Criteria Committee.
- Four focus groups were held across the state from May-June 2008.
- The review committee was selected in September 2008, and met approximately every four weeks between February-June 2009 to develop the framework.
- The process was suspended in July 2009 due to budget reductions.
- The process resumed in September 2014, at which time the IQC approved the draft framework for field review.
- The draft was released for a 60-day public review and comment period.
- The History-Social Science Subject Matter Committee met in May 2015 to review the draft.
- The IQC analyzed the field review results and revised the draft framework.
- The History-Social Science Subject Matter Committee met again in October 2015.
- The IQC held a public two-day hearing in November 2015, and recommended approval of the draft framework.
- The draft framework was released for the second 60-day public comment period.
- The IQC considered and approved the draft framework in May 2016, and will present it to the SBE for adoption as early as July 2016.
The recently-revised framework for history-social science went through a lengthy public process, and generated over 1,000 public comments, including several letters sent by legislators. The IQC completed this process less than one month ago.
Not effective until 2024? The current revision of the history-social science framework is complete and near adoption by the SBE. This bill relates to the next revision of this framework after January 1, 2017. Existing law references an eight-year cycle for revisions to frameworks and the adoption of instructional materials (although a true schedule no longer exists). It is likely that the next revision of the history-social science framework will not occur for another eight years.
FISCAL EFFECT: Appropriation: Fiscal Com.: Local:
Alhambra Unified School District Board Member Adele Andrade-Stadler
Alhambra Unified School District Board Member Jane Anderson
Alhambra Unified School District Board Member Robert Gin
Chinese American Citizens Alliance, Oakland Lodge
Chinese American Citizens Alliance - Los Angeles Lodge
Chinese American Citizens Alliance - National
Chinese American Community Affairs Council
Oakland City Councilmember Abel Gullien
OCA – Greater Los Angeles
San Francisco Unified School District
SIATech High School
University of California, Santa Cruz, American Studies Department
Numerous individuals
None received
ASSEMBLY FLOOR: 78-0, 5/12/16
AYES: Achadjian, Alejo, Travis Allen, Arambula, Atkins, Baker, Bigelow, Bloom, Bonilla, Bonta, Brough, Brown, Calderon, Campos, Chang, Chau, Chávez, Chiu, Chu, Cooley, Cooper, Dababneh, Dahle, Daly, Dodd, Eggman, Frazier, Beth Gaines, Gallagher, Cristina Garcia, Eduardo Garcia, Gatto, Gipson, Gomez, Gonzalez, Gordon, Gray, Grove, Hadley, Harper, Roger Hernández, Holden, Irwin, Jones, Kim, Lackey, Levine, Linder, Lopez, Low, Maienschein, Mathis, Mayes, McCarty, Medina, Melendez, Mullin, Nazarian, Obernolte, O'Donnell, Olsen, Patterson, Quirk, Ridley-Thomas, Rodriguez, Salas, Santiago, Steinorth, Mark Stone, Thurmond, Ting, Wagner, Waldron, Weber, Wilk, Williams, Wood, Rendon
NO VOTE RECORDED: Burke, Jones-Sawyer
8/1/16 17:07:09
SENATE COMMITTEE ON EDUCATION
Senator Carol Liu, Chair
2015 - 2016 Regular
Bill No: AB 2864
Author: | |||
Version: | April 27, 2016 Hearing Date: June 8, 2016 | ||
Urgency: | No | Fiscal: | Yes |
Consultant: | Lynn Lorber | ||
Subject: Pupil instruction: Chinese Exclusion Act of 1882: Chinese Americans’ contributions to establishment of transcontinental railroad
SUMMARY
This bill requires the State Board of Education (SBE), during the next revision of the history-social science framework, to consider including instruction on the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.
BACKGROUND
- Establishes the Instructional Quality Commission (formerly known as the Curriculum Commission) as an advisory body to the State Board of Education (SBE) on matters related to curriculum, instructional materials, and content standards. (Education Code § 33530)
- Requires the Instructional Quality Commission (IQC), when the history-social science framework is revised, to receive input from civics learning experts, consider how civics and history instruction includes the application of content, ensure that voter education information is included, ensure specified historical documents are incorporated, and consider incorporating additional historical documents. (EC § 33540)
- Requires the IQC, during the next revision (after 2014) of the history-social science framework, to consider including instruction on the election of President Barack Obama and the significance of the United States electing its first African American President. (EC § 33543)
- Requires the Great Irish Famine of 1845-50 to be considered in the next cycle (after mid-1990s) in which the history-social science framework is adopted.
(EC § 51226.3)
- Requires the IQC to consider incorporating into the history-social science framework the Armenian, Cambodian, Darfur, and Rwandan genocides.
(EC § 51226.3)
- Requires the SBE, when it revises and adopts the history-social science framework after January 1, 2016, to consider including instruction on the
unconstitutional deportation to Mexico during the Great Depression of citizens and lawful permanent residents of the United States. (EC § 51226.3)
- Requires the Instructional Quality Commission (IQC), when next revising the history-social science framework (after 2013) to ensure that voter education information is included in the American government and civics curriculum at the high school level. (EC § 33540)
- Requires the State Board of Education (SBE) to 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. (EC § 51008)
- Authorizes instruction in all areas of study to include grade-level appropriate instruction on violence awareness and prevention, as specified.
(EC § 51210.5 and § 51220.3)
- Encourages the incorporation of survivor, rescuer, liberator, and witness oral testimony into the teaching of human rights, the Holocaust, and genocide.
(EC § 51226.3)
- Encourages state and local professional development activities to provide teachers with content background and resources to assist them in teaching about civil rights, human rights violations, genocide, slavery, the Armenian Genocide, the Holocaust, and the Great Irish Famine of 1845-50. (EC § 51226.3)
ANALYSIS
This bill requires the State Board of Education (SBE), during the next revision of the history-social science framework, to consider including instruction on the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad. Specifically, this bill:
- Requires the SBE, when the SBE revises and adopts the curriculum framework for history-social science after January 1, 2017, to consider providing for the inclusion in the framework, evaluation criteria, and accompanying instructional materials instruction on the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.
- Encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.
STAFF COMMENTS
- Need for the bill. According to the author, “Asian Americans have played a significant role in the history of California and the Unites States. They have contributed to America and California as builders of the Transcontinental Railroad and other important infrastructure, as farmers, inventors, entrepreneurs, scholars, artists, soldiers and civic leaders. However, the history of Asian Americans is also filled with hardship, discrimination, and unequal treatment. Education plays an important role in developing and creating an active and responsible citizen. For this reason, it is important to teach students a curriculum that allows them to study the origins and implications of discrimination in any society in order to assist in developing an acceptance of diversity, as well as full respect for human rights.”
- Already in the framework. The most recent draft of the update to the history-social science framework, approved by the Instructional Quality Commission (IQC) at its meeting on May 19-20, 2016, includes references to the Chinese Exclusion Act of 1882 and contributions of Chinese Americans to the establishment of the transcontinental railroad in grades 4 and 8, and a reference to the Chinese Exclusion Act of 1882 in grade 11. This bill does not provide any indication as to what additional information should be included in the history-social science framework. It is unclear why the existing references in the draft framework are insufficient.
- Open process to develop frameworks. The IQC is responsible for advising the State Board of Education (SBE) on matters related to curriculum and instruction. The IQC has numerous subject matter committees, including the History-Social Science Subject Matter Committee. The process to revise the history-social science framework:
- Began in March 2008 with the recruitment of participants on the Curriculum Framework and Evaluation Criteria Committee.
- Four focus groups were held across the state from May-June 2008.
- The review committee was selected in September 2008, and met approximately every four weeks between February-June 2009 to develop the framework.
- The process was suspended in July 2009 due to budget reductions.
- The process resumed in September 2014, at which time the IQC approved the draft framework for field review.
- The draft was released for a 60-day public review and comment period.
- The History-Social Science Subject Matter Committee met in May 2015 to review the draft.
- The IQC analyzed the field review results and revised the draft framework.
- The History-Social Science Subject Matter Committee met again in October 2015.
- The IQC held a public two-day hearing in November 2015, and recommended approval of the draft framework.
- The draft framework was released for the second 60-day public comment period.
- The IQC considered and approved the draft framework in May 2016, and will present it to the SBE for adoption as early as July 2016.
The recently-revised framework for history-social science went through a lengthy public process, and generated over 1,000 public comments, including several letters sent by legislators. The author has not clarified why the existing content is insufficient and specifically what revisions should be made, or if concerns were raised during the existing process.
The IQC completed this process less than one month ago. Should the legislature prescribe content that may have already been considered, or prescribe action that may not occur for another eight years (see comment # 5)?
- Storied history of the history-social science framework. The most recent history-social science framework was developed in 2005. This framework was undergoing revisions when that process was suspended in July 2009, due to budget reductions, and subsequently resumed in July 2014. The draft revision was released for field review in September 2014, and generated extensive public comment (nearly 700 comments). The IQC determined that more subject matter expertise was needed for certain areas (including some mandated for inclusion by legislation), and received a budget augmentation of $124,000 to hire experts through an interagency agreement. The draft framework was released for the second field review in November 2015. The IQC voted at its meeting on May 19-20, 2016, to approve the draft framework for presentation to the State Board of Education, which could consider adoption of the updated framework as early as July 2016.
- Not effective until 2024? The current revision of the history-social science framework is complete and near adoption by the SBE. This bill relates to the next revision of this framework after January 1, 2017. Existing law references an eight-year cycle for revisions to frameworks and the adoption of instructional materials (although a true schedule no longer exists). It is likely that the next
revision of the history-social science framework will not occur for another eight years. This Committee may wish to consider whether it is appropriate to pass legislation that may not be implemented until 2024.
- Fiscal impact. According to the Assembly Appropriations Committee analysis, this bill would have “no fiscal effect to the California Department of Education as Chinese Exclusion Act is currently incorporated into the pending History-Social Science Framework, set for adoption by the State Board of Education in May 2016. As written, the bill would not require additional consideration until the next framework, likely to occur 2024. It is difficult to project costs that may occur eight years from now.”
- Related legislation specific to the history-social science framework. AB 2546 (Calderon) requires the Instructional Quality Commission (IQC), when revising the history-social science framework after January 1, 2017, to consider including age-appropriate information on financial literacy as specified. AB 2546 is scheduled to be heard by this Committee on June 15.
- Prior legislation specific to the history-social science framework. AB 659 (Nazarian, 2014) would have encouraged the California Department of Education to include the Armenian Genocide in its published curriculum resources, encouraged the incorporation oral testimony when teaching specific instances of genocide into existing curriculum, and encouraged including the Armenian Genocide into state and local professional development activities and in the next revision of the history/social science curriculum framework. AB 659 was referred to but never heard by this Committee.
AB 1616 (Buchanan, 2014) required the IQC, when revising the history-social science framework, to receive input from civics education experts for the purpose of integrating civics learning content, concepts, and skills, at all appropriate grade levels. AB 1616 was never heard.
SB 521 (Wyland, 2013) required the history-social science framework to include the comparative differences between the rights of the citizens in America and those in other countries, and the connection of civics and American government to western civilizations. SB 521 was never heard.
SUPPORT
None received.
OPPOSITION
None received.
-- END --
Date of Hearing: May 4, 2016
ASSEMBLY COMMITTEE ON APPROPRIATIONS
Lorena Gonzalez, Chair
ABPCA Bill Id:AB 2864
Author:(Chau) – As Amended Ver:April 27, 2016
Policy Committee: | Education | Vote: | 7 - 0 |
Urgency: No State Mandated Local Program: No Reimbursable: No
SUMMARY:
This bill requires, the State Board of Education (SBE), when it revises and adopts the curriculum framework for history-social science on or after January 1, 2017, to consider for inclusion, in that curriculum framework, evaluation criteria, and accompanying instructional materials of instruction, the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad. This bill also encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.
FISCAL EFFECT:
No fiscal effect to the California Department of Education (CDE) as Chinese Exclusion Act is currently incorporated into the pending History-Social Science Framework, set for adoption by the SBE in May 2016. As written, the bill would not require additional consideration until the next framework, likely to occur 2024. It is difficult to project costs that may occur eight years from now.
COMMENTS:
- Purpose. Chinese-Americans have played a significant role in the history of California and the United States. They have contributed to America and California as builders of the Transcontinental Railroad and other important infrastructure, as farmers, as inventors, as entrepreneurs, as scholars, as artists, as soldiers, and as civic leaders. The author is introducing this bill to ensure that students in California receive instruction in their History and Social Science Curriculum regarding the Chinese Exclusion Act of 1882 and the contributions made by Chinese-Americans in establishing the Transcontinental Railroad.
- Comments. The History–Social Science Framework (Framework) is approaching the end of a major update and is expected to be adopted by the SBE at its May 2016 meeting. According to the CDE, the 1882 Exclusion Act and the contributions of Chinese to the building of the Transcontinental Railroad are specifically mentioned in the content standards for grades four and eight, and are also included in the current framework. The evaluation criteria for instructional materials requires that materials be aligned to both the standards and framework, so both topics will be fully addressed in the next textbook adoption.
Analysis Prepared by: Misty Feusahrens / APPR. / (916) 319-2081
Date of Hearing: April 20, 2016
ASSEMBLY COMMITTEE ON EDUCATION
Patrick O'Donnell, Chair
ABPCA Bill Id:AB 2864 (
Author:Chau) – As Introduced Ver:February 19, 2016
SUBJECT: Pupil instruction: Chinese Exclusion Act of 1882: Geary Act of 1892
SUMMARY: Requires that the Chinese Exclusion Act of 1882, the Geary Act of 1892, and other laws be considered in the next cycle in which the history-social science curriculum framework and its accompanying instructional materials are adopted. Specifically, this bill:
- Requires that the Chinese Exclusion Act of 1882, the Geary Act of 1892, and the other laws identified below be considered in the next cycle in which the history-social science curriculum framework and its accompanying instructional materials are adopted.
- Encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Chinese Exclusion Act of 1882 as the first major law to single out and forbid a specific ethnic group, the Chinese, from immigrating to, and becoming naturalized citizens of, the United States, and the Geary Act of 1892, which extended the prohibitions of the Chinese Exclusion Act of 1882 and imposed new and onerous requirements on Chinese immigrants.
- Encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about additional laws that were enacted to perpetuate the discrimination against, and unequal treatment of, Chinese and other minority groups, including:
- numerous antimiscegenation laws that prohibited marriage between white women and men of minority background or ancestry
- the Alien Land Law of 1913, which prohibited “aliens ineligible for citizenship” from owning land or property
- the Cable Act of 1922, which terminated the United States citizenship of any woman who married an alien ineligible for United States citizenship
- the Immigration Act of 1924, which limited the number of immigrants who could be admitted from any country, and prohibited the immigration of all Asians.
EXISTING LAW:
- Establishes the Instructional Quality Commission (formerly called the Curriculum Development and Supplemental Materials Commission) as an advisory body to the State Board of Education (SBE) on matters related to curriculum, instructional materials, and content standards.
- Requires the Instructional Quality Commission (IQC) to consider incorporating into the history-social science framework content on specific historical events, including the Armenian, Cambodian, Darfur, and Rwandan genocides and the Great Irish Famine of 1845-1850.
- Encourages the California Department of Education (CDE) to incorporate into publications that provide examples of curriculum resources, age-appropriate materials on the Armenian, Cambodian, Darfur, and Rwandan genocides.
- Encourages the incorporation of survivor, rescuer, liberator, and witness oral testimony into the teaching of human rights, the Holocaust, and genocide.
- Encourages state and local professional development activities to provide teachers with content background and resources to assist them in teaching about civil rights, human rights violations, genocide, slavery, and the Holocaust.
- Requires the SBE to consider including content on the deportation of citizens and lawful permanent residents of the U.S. to Mexico during the Great Depression and numerous other events in the next revision of the history-social science framework and related materials.
FISCAL EFFECT: Unknown
COMMENTS:
Need for the bill. According to the author, “Asian Americans have played a significant role in the history of California and the United States. They have contributed to America and California as builders of the Transcontinental Railroad and other important infrastructure, as farmers, as inventors, as entrepreneurs, as scholars, as artists, as soldiers, and as civic leaders. However, the history of Asian Americans is also filled with hardship, discrimination, and unequal treatment.
Education plays an important role in developing and creating an active and responsible citizen. For this reason, it is important to teach students a curriculum that allows them to study the origins and implications of discrimination in any society in order to assist in developing an acceptance of diversity, as well as full respect for human rights.
On November 20, 2015, the IQC released the draft History-Social Science Framework for California Public Schools for its second review, which includes some references to the Chinese Exclusion Act in specific chapters and course curriculum.
AB 2864 will ensure that the IQC considers including the Chinese Exclusion Act of 1882 and other discriminatory laws aimed at Asian Americans when adopting History and Social Science Curriculum during the next cycle, so that their history and contributions are taught to students throughout California.”
Curriculum, standards, frameworks, and model curricula. California’s public school curriculum is based on content standards in various subjects, including English-Language Arts, Mathematics, Science, History-Social Science, Physical Education, English Language Development, Career Technical Education, Health Education, World Languages, and Visual and Performing Arts. These standards are developed by the IQC through a public process, and are adopted by the SBE.
These standards form the basis of California’s curriculum frameworks. These documents guide the implementation of these standards, and are used to establish criteria for the evaluation of instructional materials for state adoption for grades kindergarten through grade eight. They also guide district selection of instructional materials for grades nine through twelve.
In addition to developing standards in the above subject areas, the SPI is sometimes directed by law to develop model curricula on different topics, such as those on the life of Cesar Chavez, and on human rights and genocide.
Draft history-social science framework revision already includes references to these events. The draft revision to the History-Social Science Framework released in September, 2014 includes some references to this event at different grade levels.
In the 4th grade chapter, the draft framework states:
The completion of the transcontinental railroad in 1869 linked California with the rest of the nation. With the help of topographic maps and Mary Anne Fraser’s Ten Mile Day, students can follow the Chinese workers who forged eastward from Sacramento through the towering Sierra Nevada Mountains, digging tunnels and building bridges with daring skill. They then meet the “sledge and shovel army” of Irish workers who laid the tracks westward across the Great Plains…Students analyze contributions of Chinese and Japanese laborers in the building of early California’s mining, agricultural and industrial economy and consider the impact of various anti-Asian exclusion movements. Hostilities toward the large Chinese labor force in California grew during the 1870s leading to the Chinese Exclusion Act of 1882 and future laws to segregate Asian Americans and regulate and further restrict Asian immigration.
In the 8th grade chapter, the draft framework states:
Eventually the Chinese Exclusion Act (1882) and the Immigration Act of 1917 greatly limited Asian entry to the United States. California built the immigration station at Angel Island to implement restrictions on Asian admissions. Despite the government’s eventual tightening of restrictions on immigration in the second decade of the twentieth century, immigrants played an essential role in developing the country as both an agricultural and industrial giant.
History-social science framework adoption delayed. The History-Social Science standards currently in use were adopted in 1998, and the most recent framework was published in 2005.
The Curriculum Development and Supplemental Materials Commission (now the IQC) began revising the History-Social Science Framework in January of 2008. A significant amount of the process had been completed (focus groups, selection of evaluation criteria committee members, five drafting meetings) when in 2009 the state’s fiscal emergency halted all work on instructional materials adoptions and framework revisions until the 2013-14 school year AB 4 X2 (Evans) Chapter 2, Statutes of 2009. That suspension was later extended until the 2015-16 school year by SB 70 (Committee on Budget), Chapter 7, Statutes of 2011.
The IQC began work again on the revision in July, 2014, and released the draft History-Social Science framework for its first field review in September, 2014. The draft generated extensive public comment (nearly 700 comments). The IQC determined that more subject matter expertise was needed certain areas (including some mandated for inclusion by legislation), and submitted a budget request for $124,000 to hire experts through an interagency agreement. The IQC held a second field review from November, 2015 through February, 2016.
These events have caused significant delays in the production of the revised framework. Originally scheduled for adoption in May, 2015, this framework is now set to be recommended to the SBE by May 2016, with final publication in winter, 2016.
Recommended amendments. Staff recommends that this bill be amended to narrow its scope to two specific historical events (the Chinese Exclusion Act and the contributions of Chinese Americans to the transcontinental railroad), in order to make it consistent with other legislation approved by this Committee.
Related legislation. AB 146 (Christina Garcia), Chapter 392, Statutes of 2015, requires the SBE to consider including instruction on the unconstitutional deportation to Mexico during the Great Depression in the history-social science framework.
AB 2546 (Calderon) of this Session would require the IQC, when the history-social science curriculum framework is revised after January 1, 2017, to consider including information on financial literacy. This bill is pending in this Committee.
SB 695 (De León), Chapter 424, Statutes of 2015, requires the Instructional Quality Commission (IQC) to consider adding content to the health curriculum framework for grades 9-12 on sexual harassment and violence, including the affirmative consent standard, and requires school districts which require a health course for graduation to include this content.
Prior legislation. AB 659 (Nazarian) of the 2013-14 Session would have encouraged the CDE to include the Armenian Genocide in its published curriculum resources, encouraged the incorporation oral testimony when teaching specific instances of genocide into existing curriculum, and encouraged including the Armenian Genocide into state and local professional development activities and in the next revision of the history/social science curriculum framework. This bill was held in the Senate Education Committee.
AB 1616 (Buchanan) of the 2013-14 Session would have required the IQC, when revising the history-social science framework, to include specified civics content in all history and social science courses and grade levels, and require the IQC, whenever the history-social science framework is revised, to receive input from civics education experts for the purpose of integrating civics learning content, concepts, and skills, at all appropriate grade levels. This bill was held in the Assembly Education Committee.
AB 1912 (Holden), Chapter 286, Statutes of 2014, requires require the IQC, during the next revision of the history-social science curriculum framework, to consider including, and recommending for adoption by the SBE, instruction on the election of President Barack Obama and the significance of the United States electing its first African American President, as appropriate.
SB 897 (Steinberg), Chapter 480, Statutes of 2014, requires the IQC, whenever it revises the history-social science framework to, among other things, receive input from civics education experts for purposes of integrating civics learning content, concepts, and skills, at all appropriate grade levels, with certain standards, and ensure that voter education information is included in the American government and civics curriculum at the high school level.
SB 1165 (Mitchell), Chapter 713, Statutes of 2014, requires the IQC to consider including sexual abuse and sex trafficking prevention education in the health framework, and permits a school district to provide sexual abuse and sex trafficking prevention education, as specified.
SB 1380 (Wyland), Chapter 441, Statutes of 2014, requires the IQC to consider including the Armenian Genocide in the history-social science framework, and encourages instruction to include specific components.
AB 123 (Bonta), Chapter 476, Statutes of 2013, requires the SBE to ensure that the existing state curriculum, framework and textbook evaluation criteria on Cesar Chavez and the history of the farm labor movement in the United States include information on the role of immigrants, including Filipino Americans, in that movement.
AB 137 (Buchanan), Chapter 225, Statutes of 2013, amends the requirement that American government and civics be included in the framework in all history social science courses, as appropriate, and encourages the application of this content to promote civic engagement.
AB 166 (Hernández) of the 2013-14 Session would have required the instruction in economics provided in grades 7 through 12 to include instruction related to personal finances.
SB 330 (Padilla), Chapter, Statutes of 2013, requires, when the health framework is next revised, the IQC to consider developing and recommending to the SBE a distinct category on mental health instruction to educate pupils about all aspects of mental health.
SB 552 (Calderon), Chapter 497, Statutes of 2013, provides that instruction in the area of social sciences may include instruction on violence awareness, which may include a component drawn from personal testimony in the form of oral or video histories of individuals who were involved with violence awareness efforts.
AB 424 (Donnelly), Chapter 483, Statutes of 2013, encourages the IQC to include the development of democracy, the history of the development of the United States Constitution, and specified historical documents in the history-social science framework.
AB 700 (Gomez), Chapter 483, Statutes of 2013, requires the IQC to include in instruction in the social sciences a voter education component providing instruction in how to register and cast votes in local, state, and federal elections, and how to use the voter information pamphlet and other materials to become an informed voter.
SB 521 (Wyland) of the 2013-14 Session would have required the history-social science framework, when revised, to update the courses in American government and civics to include the teaching of the comparative differences between the rights of the citizens in America and those in other countries, and the connection of civics and American government to western civilizations. This bill was held in the Senate Education Committee.
SB 993 (De León), Chapter 211, Statutes of 2012, authorizes instruction in social science for grades 7-12 to include information about the Bracero program.
AB 1967 (Perez), Chapter 582, Statutes of 2012, requires the IQC and the SBE to ensure the health and science frameworks, adopted in the course of the next submission cycle, include the subject of organ procurement and tissue donation.
AB 199 (Ma and Cook), Chapter 607, Statutes of 2011, encourages social studies instruction to include instruction on the role and contributions of Filipino Americans in the U.S. army in World War II.
SB 48 (Leno), Chapter 81, Statutes of 2011, requires instruction in social science to include the role and contributions of lesbian, gay, bisexual and transgender Americans.
REGISTERED SUPPORT / OPPOSITION:
Support
SIA Tech
Opposition
None received
Analysis Prepared by: Tanya Lieberman / ED. / (916) 319-2087
Discussed in Hearing
4MIN
Senate Standing Committee on Natural Resources and Water
2MIN
Senate Floor
8MIN
Senate Standing Committee on Education
4MIN
Assembly Standing Committee on Education
Bill Author
Bill Co-Author(s):