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Course Description
Ethnic Studies is a course designed to give students tools to achieve an understanding of, and an appreciation for, the various cultures of the United States of America. Knowledge about other people and their cultures can lead to a lifelong appreciation for history, art, and literature from around the world. Sensitivity to others’ cultural backgrounds can also aid an individual in a variety of situations, from school to the workplace.
Credits: 5
Released: 2010
Course Content
Unit 1 — Native Americans
California History and Social Science Content Standards:
Chronological and Spatial Thinking
- Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.
- Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.
Historical Interpretation
- Students show the causes, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.
- Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.
Principles of American Democracy and Economics
- 12.2. Students take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.
- 12.7. Students analyze and compare the powers and procedures of the national, state, tribal, and local governments.
United States History and Geography: Continuity and Change in the 20th Century
- 11.1. Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
- 11.3. Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
- 11.7. Students analyze America’s participation in World War II.
California English Language Arts Content Standards:
Reading Comprehension
- 2.5. Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.
Writing Strategies and Applications
- 1.1. Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
- 1.3. Use clear research questions and suitable research methods to elicit and present evidence from primary and secondary sources.
Writing Applications
- 2.2. Write responses to literature demonstrating a comprehensive understanding of the significant ideas in works or passages and support important ideas and viewpoints through accurate and detailed references to the text and other works.
Unit Objectives
Upon completion of this Unit, students will:
- Learn about Native American cultures and the interactions between Native Americans and the U.S.
- Learn about Native American tribes of the Northeastern United States and gain an understanding of their culture and beliefs.
- Learn about Native American tribes of the Great Plains region and gain an understanding of their culture and beliefs.
- Learn about Native American tribes of the Southwestern United States and gain an understanding of their culture and beliefs.
- Learn about Native Americans of Alaska and gain an understanding of their culture and beliefs.
Unit 2 — Hispanic Americans
California History and Social Science Content Standards:
Chronological and Spatial Thinking
- Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.
- Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.
Historical Interpretation
- Students show the causes, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.
- Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.
Principles of American Democracy and Economics
- 12.2. Students take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.
United States History and Geography: Continuity and Change in the 20th Century
- 11.3. Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
- 11.6.5. Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California.
- 11.8.2. Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.
- 11.8.8. Discuss forms of popular culture, with emphasis on their origins and geographic diffusion.
World History, Culture, and Geography: The Modern World
- 10.3.4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
- 10.4.2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
California English Language Arts Content Standards:
Reading Comprehension
- 2.5. Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.
Writing Strategies and Applications
- 1.1. Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
- 1.3. Use clear research questions and suitable research methods to elicit and present evidence from primary and secondary sources.
Writing Applications
- 2.2. Write responses to literature demonstrating a comprehensive understanding of the significant ideas in works or passages and support important ideas and viewpoints through accurate and detailed references to the text and other works.
Unit Objectives
Upon completion of this Unit, students will:
- Learn about Hispanic roots and different groups of Hispanics who have immigrated to the U.S.
- Learn about the Aztec people and gain an understanding of their culture and beliefs.
- Understand how the Aztec relate to modern Mexican and Mexican American cultures.
- Learn about Hispanic families, traditional Catholic religious beliefs, and cultural events.
- Learn about Hispanic artists and art forms, Hispanic theater, and Hispanic literature.
Unit 3 — European Culture
California History and Social Science Content Standards:
Chronological and Spatial Thinking
- Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.
Historical Interpretation
- Students show the causes, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.
- Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.
Principles of American Democracy and Economics
- 12.2. Students take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.
United States History and Geography: Continuity and Change in the 20th Century
- 11.1. Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
- 11.3. Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
- 11.8.8. Discuss forms of popular culture, with emphasis on their origins and geographic diffusion.
World History, Culture, and Geography: The Modern World
- 10.3.4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
- 10.4.2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
California English Language Arts Content Standards:
Reading Comprehension
- 2.5. Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.
Writing Strategies and Applications
- Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
- 1.3. Use clear research questions and suitable research methods to elicit and present evidence from primary and secondary sources.
Writing Applications
- 2.2. Write responses to literature demonstrating a comprehensive understanding of the significant ideas in works or passages and support important ideas and viewpoints through accurate and detailed references to the text and other works.
Unit Objectives
Upon completion of this Unit, students will:
- Learn about America’s Western European roots and different groups of Western Europeans who have immigrated to the U.S.
- Learn about the region of Western Europe and its culture.
- Gain an understanding of the literature, artistic traditions, and specific works of art of Western Europe.
- Gain an understanding the culture of the Mediterranean and Mediterranean art and literature.
- Learn about the art and literature of Eastern Europe and Scandinavia.
Unit 4 — Asian American Culture
California History and Social Science Content Standards:
Chronological and Spatial Thinking
- Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.
Historical Interpretation
- Students show the causes, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.
- Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.
Principles of American Democracy and Economics
- 12.2. Students take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.
United States History and Geography: Continuity and Change in the 20th Century
- 11.8.8. Discuss forms of popular culture, with emphasis on their origins and geographic diffusion.
World History, Culture, and Geography: The Modern World
- 10.3.4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
- 10.4.2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
- Students analyze the international developments in the post–World War II
world.
U.S. History and Geography: Continuity and Change in the Twentieth Century
- Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces.
- Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans and the restrictions on German and Italian resident aliens; the response of the administration to Hitler’s atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.
- 11.9.3. Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following: the era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting, the Truman Doctrine The Berlin Blockade, the Korean War, the Bay of Pigs invasion and the Cuban Missile Crisis, atomic testing in the American West, the “mutual assured destruction” doctrine, and disarmament policies, the Vietnam War, and Latin American policy.
- 11.9.4. List the effects of foreign policy on domestic policies and vice versa.
California English Language Arts Content Standards:
Reading Comprehension
- 2.5. Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.
Writing Strategies and Applications
- Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
- 1.3. Use clear research questions and suitable research methods to elicit and present evidence from primary and secondary sources.
Writing Applications
- 2.2. Write responses to literature demonstrating a comprehensive understanding of the significant ideas in works or passages and support important ideas and viewpoints through accurate and detailed references to the text and other works.
Unit Objectives
Upon completion of this Unit, students will:
- Learn about America’s Asian immigrants and how and why different groups of Asian Americans have immigrated to the United States.
- Learn about the history of China.
- Gain an understanding of the culture and literature of China.
- Learn about the history of Japan.
- Learn about the culture and literature of Japan.
- Learn about the history and culture of Southeast Asia.
Unit 5 — African Americans
California History and Social Science Content Standards:
Chronological and Spatial Thinking
- Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.
Historical Interpretation
- Students show the causes, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.
- Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.
Principles of American Democracy and Economics
- 12.2.1 Students take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.
- 12.5.1 Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment.
- 12.5.4 Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI).
United States History and Geography: Continuity and Change in the 20th Century
- Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.
- 11.5.5 Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers.
- 11.7.3 Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces.
- 11.8.8. Discuss forms of popular culture, with emphasis on their origins and geographic diffusion.
- 11.10.2 Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
- 11.10.4 Examine the roles of civil rights advocates including the significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream” speech.
- 11.10.6 Analyze the passage and effects of civil rights and voting rights legislation and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
World History, Culture, and Geography: The Modern World
- 10.3.4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
California English Language Arts Content Standards:
Reading Comprehension
- 2.5. Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.
Writing Strategies and Applications
- 1.1.Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
- 1.3. Use clear research questions and suitable research methods to elicit and present evidence from primary and secondary sources.
Unit Objectives
Upon completion of this Unit, students will:
- Learn about African American roots, the African slave trade, and slavery in the US.
- Learn about segregation and discrimination.
- Understand the Civil Rights Movement.
- Learn about African American contributions to society and the arts.
- Learn about African American culture.
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