History Social Science SMC Proposed Edits - Curriculum Frameworks (CA Dept of Education)

Item 2.A.

Attachment 3

History–Social Science SMC

November 19, 2015

Page 1 of 7

List of Proposed Additional Edits by the Co-Chairs of the History–Social Science Subject Matter Committee

All page and line references refer to the draft posted on the Instructional Quality Commission Web page at proposed edits listed below are being recommended by Co-Chairs McTygue and Honig after a review of public comments submitted in response to the revised draft.

General

Throughout draft, correct reference to EEI appendix (will become Appendix F once the new world history appendix is moved to the front). Appears in Grade 3, page 74, line 122; Grade 4, page 93, line 233; Grade 9, page 398, line 316; Grade 10, page 439, line 332.
Throughout draft, change references to “EEI Unit” or “EEI lesson” to “EEI Curriculum Unit.” Appears in Grade 4: page 90, line 172; page 96, line 302; page 100, line 407. Grade 6: page 186, line 275; page 191, line 402; page 200, lines 560-561; page 210, line 790; page 216, line 941. Grade 7: page 240, line 196; page 251, line 413; page 253, line 466; page 262, line 647; page 269, line 818; page 278, line 955; page 280, line 1012; page 298, line 1407.

Introduction

Page 6, lines 116-117 revise to: “…marriage equality to same-sex couples in the twenty-first century.”
Page 20, lines 425-426 revise to: “…all persons as equals regardless of ethnicity, gender identity, sexual orientation, and beliefs.”

Grade Two

Page 60, lines 28-29 revise to read: “…families with lesbian, gay, bisexual, or transgender parents.”

Grade Four

Page 84, lines 40-44, current text, “Because of their early arrival in the New World, people of African descent have been present throughout much of California’s history, contributing to the Spanish exploration of California, the Spanish-Mexican settlement of the region, and California’s subsequent development throughout the nineteenth and twentieth centuries.” Change to, Because of their early arrival in the New World, primarily because of the slave trade, people of African people of African descent have been present throughout much of California’s history, contributing to the Spanish exploration of California, the Spanish-Mexican settlement of the region, and California’s subsequent development throughout the nineteenth and twentieth centuries.”
Page 99, line 370-371, revise to: “…stagecoach driver Charley Parkhurst, who was born as a female but who lived as a male, and who drove stagecoach routes in northern and central California for almost 30 years.”Delete sentences on lines 375-378, “Parkhurst wore a patch over one eye, the result of a kick in the face by a horse. After Parkhurst died in 1879, a coroner discovered that “One-eyed Charley,” was actually a woman and mother.”
Page 114, lines 614-617, current text, “They learn about the contributions of immigrants to California from across the country and globe, such as Dalip Singh Saund, a Sikh immigrant who in 1957 became the first Asian American to serve in the United States Congress…” Change to, “They learn about the contributions of immigrants to California from across the country and globe, such as Dalip Singh Saund, an Indian Sikh immigrant from the Punjab region of South Asia who in 1957 became the first Asian American to serve in the United States Congress…”

Grade Six

Page 210, lines 788-790, current text: “The river valley was larger than either Mesopotamia or Egypt, and its soil was very rich.” Change to, “The river valley was much larger than either Mesopotamia or Egypt, and its soil was very rich.”
Page 210, lines 802-804, current text: “Some of the statues and figurines show features that are all present in modern Hinduism, such as a male figure that resembles the Hindu God Shiva in meditating posture.” Change to: “Some of the statues and figurines, as well as images on the seals, show features that are all present in modern Hinduism, such as a male figure that resembles the Hindu God Shiva in a meditating posture, as well as small clay figures in the posture of the traditional Hindu greeting “namaste.”
Page 210, lines 805-806, current text, “Evidence reveals active commerce between the cities of the Harappan civilization as well as foreign trade with Mesopotamia by sea.” Add, “A flourishing urban civilization developed in India from as early as 3300 BCE along the Indus River. Archaeologists believe this civilization had its greatest stage of expansion from 2600 - 1700 BCE. The economic basis of the civilization was surplus agriculture, though the cities of Mohenjo-daro and Harappa carried on extensive trade.”
Pages 210-211, lines 806-821, add this sentence after this paragraph: “There is another point of view that suggests that the language was indigenous to India and spread northward, but it is a minority position.”
Page 211, lines 822-823, current text: “Later in the Vedic period, new commercial towns arose along the Ganges, India’s second great river system.” Change to, “Later in the Vedic period, new royal and commercial towns arose along the Ganges (aka Ganga), India’s second great river system.”
Page 211, lines 823-825, current text: “In this era, Vedic culture (or Brahmanism in the existing standards) emerged as a belief system that combined the beliefs of Indic speakers with those of older populations.” Delete parenthetical.
Page 211, lines 829-830, current text, “The brahmin class expounded the idea of the oneness of all living things and of Brahman as the divine principle of being.”Change to, “Ancient Hindu sages (brahmins and others) expounded the idea of the oneness of all living things and of Brahman as the divine principle of being.
Pages 211-212, lines 831-833, current text, “Brahman may be manifested in many ways, including incarnation in the form of deities, including Vishnu, preserver of the world, and Shiva, creator and destroyer of the world.” Change to, “Brahman may be manifested in many ways, including incarnation in the form of deities, including Vishnu, who preserves the world, and Shiva who transforms it.”
Page 212, lines 833-834, current text, “These gods could be seen as aspects of Brahman, an all-pervading divine, supreme reality.” Change to, “These gods and goddesses…”
Page 212, line 841, add sentence after “social duties,” “Dharma consists of natural, universal laws that underlie every person’s duty towards themselves, their family, their community and nation.”
Page 213, lines 859-861, current text, “In addition, by 500 CE or earlier, there existed certain communities outside this system, the “Untouchables,” who did the most unclean work, such as cremation, disposal of dead animals, and sanitation.” Change to, “In addition, by 500 CE or earlier, there existed certain communities outside the jati system, the “Untouchables,” who did the most unclean work, such as cremation, disposal of dead animals, and sanitation.”
Pages 213-214, lines 877-883, delete the following passage, “The teacher has students draw a social hierarchy pyramid of the varnas and compare that pyramid with the Mesopotamian social hierarchy pyramid they made earlier. In both cases, rulers, political elites (warriors and officials) and priests were on the top of the social hierarchy. This was a common pattern of premodern societies.”
Pages 214, lines 891-892, current text: “Rama, his wife Sita, and some other characters always make the correct moral decisions in this epic work.” Change to, “Rama, his wife Sita, and some other characters are challenged by critical moral decisions in this epic work.”
Pages 215, lines 907-908, current text: “In India, through the teachings of Mahavira, Jainism, a religion that encouraged the idea of ahimsa, or nonviolence, paralleled the rise of Buddhism.” Change to, “In India, through the teachings of Mahavira, Jainism, a religion that embraced the dharmic idea of ahimsa, or nonviolence, paralleled the rise of Buddhism.”

Grade Seven

Page 263, lines 685-687, current text: “Travel and internal colonization by settlers from northern into southern India helped produce a common Indic culture that unified the people of the subcontinent.” Change to, “The level of interaction in all aspects of life–commercial, cultural, religious–among the people of various parts of India was intensive and widespread during this time period, much more so than in earlier periods. This helped produce a common Indic culture that unified the people of the subcontinent.”
Page 264, lines 701-709, current text: “Hinduism continued to evolve with the Bhakti movement, which emphasized personal expression of devotion to God, who had three aspects: Brahma, the creator, Vishnu, the keeper, and Siva, the destroyer.” Change to, “Hinduism continued to evolve with the Bhakti movement, which emphasized personal expression of devotion to God, who had three aspects: Brahma, the creator, Vishnu, the protector, and Siva, the transformer.”
Page 264, lines 708-709, current text: “Bhakti grew more popular, thanks to the saints such as Meera Bai and Ramananda.” Change to, “Bhakti grew more popular, thanks to saints such as Meera Bai and Ramananda.”
Page 265, lines 730-731, current text: “At the same time, Christian and Muslim missionaries were also spreading their universal religions.” Change to, “At the same time, Christian and Muslim missionaries were also spreading their religions.”
Pages 306, lines 1543-1545, current text: “A new world religion, Sikhism, was founded in 1469 in South Asia. Sikhism was founded by Guru Nanak, a social reformer who challenged the authority of the Brahmins and the Hindu caste order.” Delete word “Hindu.”
Pages 306, lines 1551-1552, current text: “With the addition of Sikhism, there were now three major religions in India.” Change to, “With the addition of Sikhism, there were now four major religions in India.”
Pages 306, lines 1552-1554, current text: “While relations between people of different religions were often peaceful, some Mughul rulers, who were Muslims, persecuted Sikhs.” Change to, “While relations between people of different religions were often peaceful, generally, most Muslim rulers persecuted Sikhs as well as Hindus and Jains.”

Grade Eight

Page 349, lines 645-647, delete sentences, “Parkhurst wore a patch over one eye, the result of a kick in the face by a horse. After Parkhurst died in 1879, a coroner discovered that “One-eyed Charley” was actually a woman and mother.”

Grade Nine

Page 403, lines 425-426, current text, “…the Cambridge Educational Videos which include episodes on Hinduism, Buddhism, Judaism, Christianity and Sikhism…” Delete.
Page 405, lines 456-458, current text, “Classical texts such as The Odyssey, the Bhagavad Gita, the Aeneid by Vergil, Antigone by Sophocles, the Analects by Confucius, the Sri Guru Granth Sahib, Ramayana, Greek myths, and the Bible are all good starting points.” Change to, “Classical texts such as The Odyssey, the Bhagavad Gita, the Aeneid by Vergil, Antigone by Sophocles, the Analects by Confucius, the Sri Guru Granth Sahib, Ramayana, Upanishads, Greek myths, and the Bible are all good starting points.”
Page 405, lines 458-462, current text, “From the Middle Ages through the early modern era, Urdu poetry, Chaucer and Shakespeare’s texts, Islamic architecture like Alhambra or Cambodia’s Angkor Wat, West African iron regalia, and monuments and basketry from indigenous groups in the Americas all provide insight into earlier times.” Change to, “From the Middle Ages through the early modern era, Urdu poetry, Chaucer and Shakespeare’s texts, Islamic architecture like Alhambra or Hindu architecture such as Cambodia’s Angkor Wat (which later became a Buddhist temple), West African iron regalia, and monuments and basketry from indigenous groups in the Americas all provide insight into earlier times.”

Grade Ten

Pages 447-448, lines 534-537, current text, “Print technology and more rapid transportation aided the growth of organized religion. These technological developments also facilitated the transformation of regional Indian religious traditions into a more unified Hinduism.” Change to, “Print technology and more rapid transportation aided the growth of organized religion. These technological developments also facilitated integration of regional Indian religious traditions into the larger religious tradition of the subcontinent while still retaining their regional identity.”
Pages 456-457, lines 619-628: the Co-Chairs will make additional edits to the section on the Armenian Genocide at a later date.

Grade Eleven

Page 502, line 15, should not have a comma after the word “gender.” So it should now read: “…changes in racial, ethnic, and gender dynamics in American society...”
Page 538, lines 700-720: the Co-Chairs will make additional edits to the section on the Bataan Death March at a later date.
Page 546; lines 903-905: the Co-Chairs will make additional edits to the section on the CIA intervention in Iran at a later date.
Page 551, line 1010: the Co-Chairs will insert language referring to Christine Jorgenson at a later date.
Page 561, lines 1187-1191: the Co-Chairs will make additional edits to the section on the Chicano Moratorium at a later date.
Page 563, line 1242: the Co-Chairs will insert additional language about LGBT activists at a later date.
Page 564, line 1255, the Co-Chairs will insert language about transgender-related court decisions at a later date.
Page 574, line 1430, current text: “Using management of natural resources in the region as a context for their studies builds their understanding of the spectrum of considerations that are involved with making decisions about resources and natural systems, and in this case, how those factors influence international decisions (California Environmental Principle V).” Add “(See EEI Curriculum Unit 11.9.7 The United States and Mexico – Working Together).”
Page 579, line 1537, change to, “…people of color, and lesbian, gay, bisexual, and transgender people serving in the military.”

Grade Twelve, Principles of American Democracy

Page 595, lines 297-298 should be revised to read: “…and the LGBT community (Lawrence v. Texas (2003) and Obergefell v. Hodges (2015).”
Page 595, line 301, insert: “School-related cases of Tinker v. Des Moines (1969), Fricke v. Lynch (1980), New Jersey v. T.L.O (1985), Henkle v. Gregory (2001), or the 2013 Resolution Agreement announced by the United States Department of Education in Student v. Arcadia Unified School District offer additional perspectives relevant to students on free speech, privacy, nondiscrimination, and civil rights for students in schools.”

Professional Learning

Page 757, line 266, current text, ““curriculum addressing environmental principles.” Replace “environmental principles” with “California Environmental Principles and Concepts”.

Criteria for Evaluating Instructional Materials: Kindergarten Through Grade Eight

Page 766, lines 163-167, current text, “Materials include instructional content based upon the Environmental Principles and Concepts developed by the California Environmental Protection Agency and adopted by the State Board of Education (Public Resources Code Section 71301) where appropriate and aligned to the history–social science content standards. Change to: “…history–social science content standards. (See Appendix F)”

Appendices

Page 798, lines 451-452, current text, “Edward Luce, In Spite of the Gods: The Rise of Modern India (New York: Anchor, 2008).” Delete.
Appendix E (will become F), page 838, line 1337, current text, “final lesson, students explore feudal law n regards to access to and the use of natural”. Correct “law n regards” to “law in regards”.

Item 2.A.

Attachment 3

History–Social Science SMC

November 19, 2015