Equity and Access

The framework highlights some groups of students for whom it is especially important to acknowledge and value the resources they bring to school. But teachers should know their students as individuals. In order to ensure that all students thrive in history–social science classrooms, the framework identifies principles by which teachers can adopt an additive stance toward the culture and language of their students. 

Support for English Learners

The California History-Social Science Framework describes the reciprocal relationship between language development and content learning throughout, but it provides more in-depth guidance in Chapter 20, Equity and Access. Some highlights in that chapter include:

• Structure of the ELD Standards, Pg. 513
• General Progression of the Stages of ELD, Pg. 515
• Sample Instruction—Language/Process Assisted Historical Thinking, Pg. 521

Support for Students with Disabilities

Specially designed instruction is provided to students with disabilities, depending on the learner and their identified needs. The education specialist and general education teacher share responsibility for developing and implementing individualized education plans (IEPs). Together, they ensure students with disabilities are provided with the supports needed to achieve their highest potential. They also communicate and collaborate with families in culturally and linguistically appropriate ways. Types of supports for students with IEPs are described in Chapter 20, Equity and Access. Some highlights in that chapter include:

• Classroom Example: Differentiated Instruction in a Grade Eight Co-Taught History-Social Science Classroom, Pg. 534
• Types of Accommodations for Students with Disabilities, Pg. 538
• Universal Design for Learning (UDL) Principles, Guidelines and Suggestions for Implementation, Pg. 541
• Multi-Tiered Systems of Supports, Pg. 543