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1、History–SocialScienceFrameworkAdoptedbytheStateBoardofEducationonJuly14,2016History–SocialScienceFrameworkAdoptedbytheStateBoardofEducationonJuly14,2016Chapter20AccessandEquityThedisciplinesofhistory–socialscienceprovidechildrenwithknowledgeofourpast,developproficie
2、ntreadersandwriters,andpreparecitizensabletobothunderstandourincreasinglycomplexsocietyandparticipatefullyinourdemocraticsystem.Theultimategoalofhistory–socialscienceprogramsinCaliforniaistoensureaccesstohigh-qualitycurriculumandinstructionforallstudentsinordertomee
3、torexceedthestate’sHistory–SocialScienceContentStandards,CommonCoreStateStandardsforEnglishLanguageArtsandLiteracyinHistory/SocialStudies,Science,andTechnicalSubjects,andEnglishLanguageDevelopmentStandards.EveryCaliforniastudentdeservesaworld-class21stcenturyeducati
4、on,onethatsupportstheirachievementoftheirhighestpotential.Inordertoaccomplishthisgoal,itisimportanttoacknowledgethatinequitiesexistincurrenteducationalsystems.Analysesofdatahaverevealedpersistentacademicachievementgapsforstudentsofcolor,studentswithdisabilities,ands
5、tudentslivinginpoverty.Currentevidencealsoindicatesthatsomegroupsofstudentsexperiencealowlevelofsafetyandacceptanceinschoolsforreasonsincludingcultural,ethnic,andlinguisticbackground;disability;sexualorientation;socio-economic;andotherfactors.California’sstudentsdem
6、onstrateawidevarietyofskills,abilities,andinterestsaswellasvaryingproficiencyinEnglishandotherlanguages.Theycomefromdiversecultural,linguistic,ethnic,andreligiousbackgrounds,havedifferentexperiences,and734History–SocialScienceFrameworkAdoptedbytheStateBoardofEducati
7、ononJuly14,2016liveindifferentfamilialandsocioeconomiccircumstances.Thegreaterthevariationofthestudentpopulation,thericherthelearningexperiencesforallandthemoreassetsuponwhichteachersmaydraw.Atthesametime,themorecomplexbecomestheteacher’sroleinprovidinghigh-qualityi
8、nstructionthatissensitivetotheneedsofindividuals.Insuchcomplexsettings,thenotionofsharedresponsibilityisparticularlycrucial.Thehistory-soc
