qwertyuiopasdfghjklzxcvbnmqw
ertyuiopasdfghjklzxcvbnmqwert
yuiopasdfghjklzxcvbnmqwertyui
DLE 603: Community & Schools in a Diverse Society
opasdfghjklzxcvbnmqwertyuiopa
sdfghjklzxcvbnmqwertyuiopasdf
ghjklzxcvbnmqwertyuiopasdfghj
klzxcvbnmqwertyuiopasdfghjklz
xcvbnmqwertyuiopasdfghjklzxcv
bnmqwertyuiopasdfghjklzxcvbn
mqwertyuiopasdfghjklzxcvbnmq
wertyuiopasdfghjklzxcvbnmqwe
rtyuiopasdfghjklzxcvbnmqwerty
uiopasdfghjklzxcvbnmqwertyuio
pasdfghjklzxcvbnmqwertyuiopas
dfghjklzxcvbnmqwertyuiopasdfg
hjklzxcvbnmqwertyuiopasdfghjk
lzxcvbnmrtyuiopasdfghjklzxcvbn
mqwertyuiopasdfghjklzxcvbnmq
Fall 2015
Tamara Collins-Parks, Ph.D.
Contents
Overview: ................................................................................................................................................. 1
Paradigm vs Theory .......................................................................................................................... 1
MA Standards and Knowledge, Dispositions and Skills (KDSs) ............................................................ 2
Technology, Readings and Resources ...................................................................................................... 3
Reading Requirements (Note: Project CORE is buying books for its participants): ........................... 3
Notices for Students Needing Course Accommodations ......................................................................... 3
Course Calendar ....................................................................................................................................... 4
Course Requirements: .............................................................................................................................. 6
Grade Weights: ..................................................................................................................................... 6
Quality Descriptors: work should be . . . . ............................................................................................ 6
Standards for Project & Course Grades ............................................................................................... 6
Class Discussions and Activities. 30%. Grading: # out of total possible. Weekly. ............................. 7
Family and/or Community Engagement Strategy. 10%. Grading: Cr/NCr. Sign up for date. ............. 7
COLLABORATIVE ACTION PROJECT. 60%. Graded using traditional scale (see standards).
Due in parts: Context due 10/7, Paradigm due 10/28. Executive Summary due 12/2. ........................ 7
Rubric for written submission of project .......................................................................................... 9
Some Web Sources ............................................................................................................................. 10
Please let me know if you find any sources you would like to add or any broken links. Note that
googling the title will often locate the proper link. ........................................................................ 10
Family Involvement ....................................................................................................................... 10
Support & Funding Sources ........................................................................................................... 10
General ........................................................................................................................................... 10
Common Core ................................................................................................................................ 10
Some Historical Print & Media Sources ............................................................................................ 11
1
PLC 603: Community & Schools in a Diverse Society (schedule #25619)
“The greatest historical and humanistic task of the oppressed . . . to liberate themselves.” Paolo Freire.
Now ask yourself – is your school helping or are they in the way?
Time and Location: EBA 441, Wednesdays 4-6:40 (will adjust later if can).
Contacts:
Dr. Tamara Collins-Parks
760/758-1324
tcollins-parks@mail.sdsu.edu
Office EBA 214. Office phone: 619/594-3330
Hours: 3:00-4:00, 7-8 on Wednesdays +
some Mondays. By phone any time.
Overview:
Course Description: The first hour of each class focuses on theories of school and society and the
relationship between the two (readings from School and Society). The second hour focuses on HomeSchool-Community partnerships and the responsibilities of each for student success (readings from
Bicultural Parent Engagement). The remaining time is used to explore issues, resources and people
who are an important part of the teaching/learning community. The course is designed to build off of
the foundation established in DLE 686: Seminar in Multicultural Education, going into more depth on
ideologies driving schools’ relationships with society as well as home/community collaboration.
Goals: Throughout the course, students will be identifying and developing their own collaborative
action projects that promote democratic schooling and connect Common Core Standards and
curriculum with families and community (substitute other standards and curriculum as appropriate). In
the process, the class will examine the Common Core and the school community through multiple
levels of analysis to include critiques of current educational practices, a review of hidden power
relations that underlie society, schools, and Common Core implementation in particular, plus an
examination of the ideologies that inform and/or challenge unequal power relations and social
stratification. Where appropriate, this will be tied in with students’ action research projects for DLE
650. The course is guided by Standards 1, 2 and 7 of the DLE MA degree program and related
Knowledge, Dispositions and Skills (KDS) 1, 3 and 4 as identified in Table 1 on the following page.
Course Objectives: The course will facilitate the construction (recognition), deconstruction (analysis
and critique), evaluation and transformation of schooling conditions and their relationship to
community and society. The participants will:
1. Identify and critique key paradigms regarding the
function of schools in society. Use one or more to
frame the Collaborative Action Project. (MA
Standard 1, KDS 1)
.
2. Investigate factors affecting a community or issue of
interest via a needs assessment, social ecology
(Brofrenbrenner, 2005) and/or asset map. (This
provides the context for the Collaborative Action
Paradigm vs Theory
The key difference between
paradigm and theory is that a
theory provides us with an
explanation of a phenomenon
while a paradigm acts as a
theoretical or else a philosophical
framework …. [a paradigm]
provides us with an outlook to
understanding things.
DLE 603, Fall 2015, 8-25
2
Project.)
3. Share methods for creating an inclusive, multicultural learning environment by involving
families and the broader community in education. (MA Standard 2, KDS 4)
4. Collaborate with students, parents, aides, administrators, and/or community in designing,
implementing and evaluating your action project. (MA Standard 7, KDS 3)
MA Standards and Knowledge, Dispositions and Skills (KDSs)
We are making an effort this year to make sure our DLE students are aware of what they know and its
importance in education. Two important guides are the MA standards and the Knowledge,
Dispositions and Skills (KDSs). The ones most relevant to this course are listed below.
Table 1
MA Standards and related Knowledge, Dispositions and Skills (KDSs) in DLE 603.
MA Standard 1: Pedagogy & ideology of
education
KDS 1: Ideological and pedagogical clarity
MA Standard 2: Sociocultural awareness &
multicultural education
KDS 4: Create inclusive learning environments
MA Standard 7: Democratic curriculum
leadership & professional development
KDS 3: Collaborate with peers, students, parents,
administrators, and community
Table 1: MA Standards and related Knowledge, Dispositions and Skills (KDSs) in DLE 603.
Descriptive List of Relevant MA Standards
Standard 1: Pedagogy & Ideology of Education
This standard addresses the study of democratic schooling from a multi-disciplinary perspective. The
core concepts of social justice, equity and status equalization drive this standard and the candidate’s
resulting philosophy and paradigm.
Guiding Principles: Every student [and parent] has the right to democratic schooling that guarantees
equal access, equal status equalization, equal encouragement, and equal participation in decisions
impacting social justice in their school community and nation. (Corresponds to KDS 1: Ideological
and pedagogical clarity.)
Standard 2: Sociocultural Awareness & Multicultural Education
The standard of sociocultural awareness is a community based concept and provides candidates with
the opportunity to observe and experience a culturally diverse school community, the diversity of the
classroom and the home-school socio-cultural environment in which students work.
DLE 603, Fall 2015, 8-25
3
Candidates share knowledge gained through research with students and/or community and explore
their influence on teaching, learning, and curriculum.
Guiding Principles: Every student [and parent] has the right to be treated with equal status,
represented and included in the school curricula, be respected without fear of cultural, linguistic,
sexual orientation, racial, class or religious prejudice. (Corresponds to KDS 4: Create inclusive
learning environments.)
Standard 7: Democratic Curriculum Leadership & Professional Development
The seventh standard addresses the candidate’s ability to reflect, conceptualize and put into practice
concepts that can be modeled and applied in improving the human condition of the school community.
The candidate is able to critically reflect on how s/he is contributing to some aspect of educational
transformation through his/her work and contributions to the school community.
Guiding Principles: Every student has the right to develop his/her critical reflective skills in
understanding, analyzing and seeking solutions to social and educational issues -- issues that hinder or
promote the development of the school community, society, and world. (Corresponds to KDS 3:
Collaborate with peers, students, parents, administrators, and community.)
Technology, Readings and Resources
Tech Requirements: In addition to regularly checking your E-mail & Blackboard,
CalEdFacts: Provides statistics and information on a variety of subjects concerning education in
California. http://www.cde.ca.gov/re/pn/fb/. Reports on specific districts & sites:
http://www.cde.ca.gov/getschoolreport/
Google Draw (or similar program): to represent the social ecology of your community or issue.
Reading Requirements (Note: Project CORE is buying books for its participants):
Feinberg, Walter and Soltis, Jonas F. (2009). School and Society, 5th or 6th Ed. New York:
Teachers College Press. (Required) ISBN # 978-0807749852
Olivos, E., Castellanos-Jimenez, O, & Ochoa A. (2011). Bicultural Parent Engagement: Advocacy
and Empowerment. New York: Teachers College Press. (Recommended but alternatives
accepted). Limited # on Amazon or order direct at http://store.tcpress.com/0807752649.shtml
Notices for Students Needing Course Accommodations
For Students with Disabilities
If you are a student with a disability and may need accommodations for this class, it is your
responsibility to contact Student Disability Services at (619) 594-6473. To avoid any delay in the
receipt of your accommodations, you should contact Student Disability Services and provide the
instructor with an official letter as soon as possible.
Attendance for students with conflicting responsibilities or religious requirements
If you have a scheduling conflict with a class session, please notify the instructor a week ahead with a
proposal for an appropriate make-up activity.
DLE 603, Fall 2015, 8-25
4
Course Calendar
WEEK
Aug.
Sept.
#1
8/26
READINGS (read prior to session)
Putting a name on it: How is our school community
working? What needs to change?
• Introduction to Course, Readings, Assignments & Process
• Overview of Course Products & Signature Assignment
• 6:00 DLE MA Mid Program Meeting
#2
DEMOCRATIC SCHOOLING; FUNCTIONALISM
• Feinberg and Soltis, Ch. 1, 2: Overview, Functionalism Intro
9/2
Olivos et al: Bicultural Parent Engagement - Chapter 6
Discussion: Your personal, school and community resources.
Sept./Oct. Putting it in perspective:
The role of community in key theoretical frameworks
#3
SCHOOLING AS SOCIALIZATION AND PROGRESS
• Feinberg and Soltis, Ch 3: Functionalism Cont.
9/9
• Brofenbrenner: Ecological Model (on Mendeley & BlackBd)
Discussion: In the examination of schooling, how can the
ecological model lead to deeper understanding of schooling
and the role it plays in the economy? (relate to Context)
#4
• Feinberg and Soltis, Ch. 4: MARXIST THEORY OF ED
• Olivos et al: Bicultural Parent Engagement Ch 1 – Critical
9/16
Voice & parent engagement
Workshop: Planning our projects
#5 9/23
Class online this week: Reporting to Parents &
Community
• Review CAASPP Common Core assessment plans:
http://www.cde.ca.gov/ta/tg/ca/
• School Accountability Report Card (search at:
http://www.cde.ca.gov/ta/ac/sa/
#6
LEGITIMATION AND REPRODUCTION
• Feinberg and Soltis, Ch. 5: The Hidden Curriculum revisited
9/30
• Olivos et al: Bicultural Parent Engagement Ch 8 –Johnson
LAUSD parent advocacy
Discussion: What is the connection between the curriculum
taught in our schools and social class? Is such connection by
omission or commission?
INTERPRETIVIST THEORY
#7
• Feinberg and Soltis, Ch. 6 - Interpretivist Point of View
Ch. 7 - Meaning and Messages
10/7
Discussion: What are the socio-political dynamics of a school
community that explicitly and implicitly influence the
education of a child?
ASSIGNMENTS
HW: Proposal
Activity: Brainstorm
ideas for project &
link to Common Core.
Activity: Asset
Mapping.
HW: Context
Resource Search:
Writing and funding a
proposal.
Due: Proposal
Discussion Board:
Sharing, Using &
Reporting w/ Common
Core.
Activity: Critical self
analysis of Social
Class.
Qs re: Context
Due: Context.
Activity: write a
vignette regarding a
critical incident of
awareness (see
sample).
DLE 603, Fall 2015, 8-25
5
Oct.
#8
10/14
#9
10/21
# 10
10/28
# 11
11/4
#12
11/11
Family/community involvement in practice
CONSTRUCTIVIST THEORY and Critical Pedagogy
Readings online: Pedagogy of the Oppressed, Teaching
through the Arts blog
INITIATING HOME AND SCHOOL PARTNERSHIPS
• Olivos et al: Bicultural Parent Engagement Ch 2 – Moreno,
Parent involvement through MC lens.
Discussion: What paradigm is in place at your school?
PARENTAL VOICES AND DEMOCRACY
• Olivos et al: Bicultural Parent Engagement Ch 4 –
Wlazlinski & Cummins, Using family stories
• TYPES OF PARENT INVOLVEMENT (Epstein, etc.)
Discussion: Critical reflection on parent involvement in your
educational context.
INITIATING HOME AND SCHOOL PARTNERSHIPS
• Olivos et al: Bicultural Parent Engagement Ch 9 – MonteroSieburth, Action research in schools & community
• 1 or more Education Watch reports by The Education Trust
at http://www.edtrust.org/dc/resources/edwatch-state-reports
Discussion: What is embedded racism? How can educators
integrate the voice of parent communities into the goals of the
schools mission statement to make informed instructional
decisions and understand how knowledge is constructed by
the learner?
PARENTAL VOICES AND DEMOCRACY
• Olivos et al: Bicultural Parent Engagement Ch 3 –Lindsey
Culturally proficient school communities
Discussion: What are the tensions that exist in a school
community in making cultural democracy a living process that
promotes constructive pluralism?
LANGUAGE POLICY AND SCHOOL PROGRAMS
• Olivos et al: Bicultural Parent Engagement Ch 5-Shannon,
Parents and Dual Language
Discussion: What is required to develop an educational
system that is responsive to ethnolinguistic students and that
is sustainable and visionary in developing multilingualism?
HW: Paradigm
Activity: Share Project
ideas for actively
involving families.
Activity: write a brief
family story. Link to
appropriate Common
Core standards.
Qs re: paradigm
Due: Paradigm.
Activity: share
progress & plan for
finishing
Collaborative Action
Project.
Activity: Identify how
your school
community conforms/
reforms/transforms
(Ascher).
Questions re:
Collaborative Action
Project (Explanation
due in 3 weeks).
EMPOWERMENT & THE GENERATION OF NEW IDEAS
#13
11/18
#14 11/25
• Olivos et al: Bicultural Parent Engagement Ch 7-Grant,
Educational reform, diversity and globalization
Discussion: What is participatory research in a school
community? What is the complexity of participatory
engagement that involves working with and through people?
What process would you use in your school community?
Share: obstacles you
faced in completing
your Action project &
how you overcame
them.
NO CLASS THANKSGIVING WEEK
DLE 603, Fall 2015, 8-25
6
EMPOWERMENT & THE GENERATION OF NEW IDEAS
#15
12/2
• Olivos et al: Bicultural Parent Engagement Ch 11 –Struggle
for democratic & transformative parent engagement.
4:00
Roundtable: Final Words
#16
12/9
No Class 12/9. Instead, go to Project Presentations in DLE
650 (Tentatively Monday 12/7 from 4-7 in EBA 256)
Due: explanation of
how project actively
involved families &/or
community.
Submit copy of
project done in related
class that used your
context and paradigm.
* Project is signature
assignment.
NO FINAL
Course Requirements:
You will be engaging with the content in class this semester via discussions and activities, the
parent/family and/or community engagement strategies you share, and your Collaborative Action
Project (which you are encouraged to overlap with assignments in other courses such as DLE 650 and
the special field project you will do for ED 795 A and B).
Grade Weights:
Classwork: Discussions and Activities. Weekly.
Family and/or Community Engagement Strategy. Sign up for a date to share
Collaborative Action Project. Context 10/7, Paradigm 10/28. Executive Summary 12/2
-- Signature assignment
30%
10%.
60%
Format: You may complete your written work in either Spanish or English. Projects can be
completed independently or collaboratively. If you choose to work collaboratively, please include a
cover letter explaining the process you used and whether you wish to be graded as a group or
individually.
Quality Descriptors: work should be . . . .
(1)
(2)
creative,
thorough,
(3) detailed,
(4) well organized,
(5) insightful,
(6) clearly written.
Standards for Project & Course Grades
A 95-100 Goes beyond requirements. All quality descriptors apply (see above).
A- 90-94 Meets all requirements. At least 5 quality descriptors apply.

Adding visuals or an extra dimension would qualify, having the project professionally bound would not.
DLE 603, Fall 2015, 8-25
7
B+ 87-89 Meets some requirements better than others. At least 4 descriptors apply.
B 83-86 Covers main points. At least 3 descriptors apply.
B- 80-82 May not quite meet all requirements. At least 2 quality descriptors apply.
C 70-79 Missing some components. At least one quality descriptor applies.
D 60-69 Missing some crucial components. Quality descriptors do not apply.
F 50-59 Token effort
Papers may be read or work reviewed by an additional faculty member upon student request.
Incompletes: Departmental policy is to avoid incompletes. In case of need, incompletes are available
upon submission of an Authorized Incomplete form (available from the instructor). You are
responsible for completing the work within one calendar year, and submitting it to me. You will get no
reminders or warnings, so please be aware that after one year, an incomplete that has not been cleared
is counted as an F. Grades should be confirmed by printing out your transcript. Once it is cleared, the
incomplete no longer affects your gpa, although it will still print out on your record with the cleared
grade printed below.
Class Discussions and Activities. 30%. Grading: # out of total possible. Weekly.
Your professionalism and participation in class are extremely important to the success of the course
and your ongoing development as a professional educator; therefore, your attendance at every class is
critical. For most of you, your attendance will serve as the accountability measure. Your grade is
your percentage of class discussion and activities versus the total possible.
Family and/or Community Engagement Strategy. 10%. Grading: Cr/NCr. Sign up for date.
Most of you will share family engagement strategies but some may choose to focus on community
engagement. Find a partner and sign up in class for your activity date. Meet with the instructor a week
or two ahead to share your idea and get feedback. You do not need to turn anything in to me -- but if
you have materials you would like to share, I will be happy to post them on BlackBoard. For credit,
your sample activity must

Be active (engage with us as if we are the families or community members; role play),

Involve a strategy that positions families as partners, not passive recipients of knowledge.
Feedback is provided via your peers, who will identify a strength in your activity and offer suggestions
about how to adapt it or other ways it could be used.
Ideas: parent evaluation of student guided Open House, developing your own TIPS (Teachers Involve
Parents in Schoolwork) assignments, parent input session (e.g. what makes a good teacher).
COLLABORATIVE ACTION PROJECT. 60%. Graded using traditional scale (see standards).
Due in parts: Context due 10/7, Paradigm due 10/28. Executive Summary due 12/2.
For schools, families and communities to work well together, a basic starting point (and continual
reference point) is to know the community and the needs of the families at your school and in your
classroom. The specific nature and direction of your project is to be determined by you and the
community you serve but it should relate to themes, topics, and or issues addressed in the course. If
you are a CORE participant, the action project should connect in some way to the Common Core State
Standards. The project may be determined beforehand and fine-tuned as you go through the process, or
the process itself may lead to the project. Your main goal is to identify a challenge, need or
DLE 603, Fall 2015, 8-25
8
opportunity and take action related to it. The project should be set up so families are partners rather
than objects in this process. For example, families can help set goals, brainstorm ideas, participate in
the implementation, evaluate the success of the project, present to other stakeholders, decide whether
to continue and/or what to revise, etc., Since families typically do not have any more time than
teachers, their roles needs to be meaningful, time efficient, and clear.
The context and paradigm components of the project are designed to support your work for other
courses (e.g. action research project in DLE 650 and your special field project for ED 795A & B next
year). A basic description is below. More details and resources will be shared in class.
The project includes a proposal and three main parts.
Proposal due 9/16, ungraded. If you are applying for support or funding, submit your funding
proposal. Otherwise, Simply let me know what you plan to do and how you plan to do it.
Part 1: Context (one or all of the following) due 10/7, 2-5 pp, single spaced:



Needs assessment, to determine or verify the area of need/interest.
Sociocultural community scan to put the project in the context of prior research, prior actions,
the community &/or society (using Bronfenbrenner’s Social Ecology).
Asset Mapping to determine experience and resources
o http://www.abcdinstitute.org/toolkit/ (Scroll down to Asset Mapping tools and look for
the Workbook – we will be doing an exercise with this in class.)
o Community Development Module 2: process, strategies & roles http://www.ohccccso.ca/en/courses/community-development-for-health-promoters/module-two-processstrategies-and-roles (Ontario Healthy Communities Coalition)
Part 2: Paradigm due 10/28, 1-3 pp, single spaced:




Select the paradigm most appropriate to your Collaborative Action Project (Functionalist,
Marxist, Interpretivist or Constructivist/Critical Pedagogy).
Select the Parent Involvement model you are using.
Explain the paradigm and model you selected in relation to others.
Apply the paradigm and model to your Collaborative Action Project.
Part 3: Executive Summary due 12/2*:




Overview: Describe the collaborative project and how it involved families and/or communities
Implementation: List the means/stages of implementation and project evaluation.
Conclusion/next steps: Reflect on the process and outcomes to date. If the project will
continue, outline the next stage.
Appendices: Attach annotated documentation of your project (flyers, surveys, notes, etc)
* NOTE: If the explanation (overview, implementation and conclusion/next steps) is already
embedded in your DLE 650 or other related project, simply submit that project with relevant
portions highlighted or otherwise marked.
Projects may be completed individually or collaboratively. If you choose to collaborate with another
student/colleague, you will need to submit a partner log describing how you worked together.
DLE 603, Fall 2015, 8-25
9
Rubric for written submission of project
Professional development & Community Events taking place this year:
 Catfish Club San Diego Hall of Champions in Balboa Park future meetings to be
determined (lunch meetings held on Fridays)
http://www.catfishclub.net/LuncheonCalendar.html
 ARE (Association of Raza Educators) Meetings every 2nd Thursday
Jacobs Center Community Room
404 Euclid Avenue San Diego 92114


CABE - South County Regional Conference November 7th (Saturday)
25th Annual California Subject Matter Project (CSMP) English Learner Institute:
Acknowledging 25 Years of Supporting English Learners, K-12 Feb. 6, 2016 (Sat)
website: https://larc.sdsu.edu/sailn/csmp-el
 Etc. (Please help us expand this list.)
Attending any of these events can be used in place of missed class sessions or as 3 points extra
credit per event.
DLE 603, Fall 2015, 8-25
10
Some Web Sources
Please let me know if you find any sources you would like to add or any broken links. Note that
googling the title will often locate the proper link.
Family Involvement
Dyck. (2003). A new spin on Back to School Night. Education World
http://www.educationworld.com/a_curr/voice/voice092.shtml
Harvard Family Research Project http://www.hfrp.org/
Hopkins (2008). PTA: 10 ideas for Back to School Week
http://www.educationworld.com/a_admin/admin/admin509.shtml
SDUSD (San Diego Unified School District):
Family Fridays https://www.sandiegounified.org/family-fridays
South East Asian / Pacific Islander Family Program https://www.sandiegounified.org/southeastasianpacific-islander-family-program
Support & Funding Sources
DonorsChoose.Org: http://www.donorschoose.org/teachers
Student Success Fee: http://studentsuccessfee.sdsu.edu/
Government Grants: http://www.grants.gov/web/grants/search-grants.html
General
San Diego Area Regional Governments aka SANDAG. (1999). Information posted at
www.sandag.cog.ca.us.
Educational Data. www.ed-data.k12.ca.us
CalEdFacts: Provides statistics and information on a variety of subjects concerning education in
California. http://www.cde.ca.gov/re/pn/fb/.
Reports on specific districts & sites: http://www.cde.ca.gov/getschoolreport/
School Accountability Report Card (search at: http://www.cde.ca.gov/ta/ac/sa/)
ELSSA (English Learner Subgroup Self-Assessment) 3 files at bottom of page under “State Tools”:
http://www.cde.ca.gov/sp/el/t3/t3amaotargets10.asp
California Post-Secondary Education Commission:
http://www.cpec.ca.gov/SecondPages/DetailedData.asp
Education Watch reports: http://www.edtrust.org/dc/resources/edwatch-state-reports
Census 2010: http://factfinder2.census.gov
Common Core
Common Core Standards web page by the CA Dept of Ed (CDE): http://www.cde.ca.gov/ci/cc/
FAQ: http://www.cde.ca.gov/ci/cc/ccssfaqs2010.asp
CA’s Common Core Content Standards for English Language Arts & Literacy in History/Social
Studies, Science, and Technical Subjects :
http://www.scoe.net/castandards/agenda/2010/ela_ccs_recommendations.pdf
Common Core Curriculum Maps in English Language Arts (Unit plans):
http://commoncore.org/maps/index.php/maps/
Appendix A of Common Core State Standards for English Language Arts and Literacy in History,
Science and Technical Subjects: http://www.corestandards.org/assets/Appendix_A.pdf
Common Core Math Standards: http://www.cde.ca.gov/re/cc/
DLE 603, Fall 2015, 8-25
11
Math Resources: http://www.cde.ca.gov/re/cc/mathresources.asp
The Illustrative Mathematics Project uses high quality, rigorously reviewed tasks from teacher leaders
across the nation to illustrate each of the Common Core State standards for Mathematics. The
Illustrative Mathematics Project can be found at http://illustrativemathematics.org.
Common Core Curriculum Mapping Project: Webinar from Schools Moving Up: West Ed:
http://www.schoolsmovingup.net/cs/smu/view/e/4884?SMUpdate0705
* General CA standards & frameworks: http://www.cde.ca.gov/ci/cr/cf/cimegasubjectareas.asp
Common Core Resources for Parents (very clear) http://www.cgcs.org/Page/328
Comparison of CCCSS with previous State Standards:
English Language Arts: http://www.scoe.net/castandards/multimedia/k-12_ela_croswalks.pdf
Math: http://www.scoe.net/castandards/multimedia/k-12_math_crosswalks.pdf
California vs. National Common Core Standards: California’s version of the Common Core. Includes
up to 15% of additional or supplemental standards
(source: http://www.cde.ca.gov/re/cc/ccssfaqs2010.asp#nine). Modifications and additions are
generally in bold face and underlined. A summary of changes can be found on pp 6-7 of the 15% rule
report at
http://www.mcrel.org/~/media/Files/McREL/Homepage/Products/01_99/prod17_15PercentRule.ashx.
Smarter Balanced Practice test: Sample questions in math & English (standardized assessment of
Common Core): http://sbac.portal.airast.org/practice-test/ (Click on the green square and click your
way through to the sample questions – registration screen is pre-filled.)
Pro: http://www.ocde.us/CommonCoreCA/Pages/Mission-of-the-Common-Core-StateStandards.aspx
Critique: http://www.rethinkingschools.org/archive/28_02/28_02_karp.shtml
http://www.brookings.edu/research/papers/2009/10/14-curriculum-whitehurst (research based look at effect
size of different reforms)
Fact Check: http://www.politifact.com/truth-o-meter/article/2013/oct/21/fact-checking-common-core-school-standards/
2012 ELD Standards (CCCSS aligned)
Overview of the CA English Language Development Standards and Proficiency Descriptors:
http://www.cde.ca.gov/sp/el/er/documents/sbeoverviewpld.pdf
ELD Standards: http://www.cde.ca.gov/sp/el/er/eldstandards.asp (scroll down to see listed by grade
level)
Glossary: http://www.cde.ca.gov/sp/el/er/documents/sbeeldglossary.pdf
Revised English Language Arts Standards (synched with ELD standards) -- draft available on BB.
Link to an overview by California Reads: http://www.californiareads.org/res/PDI2013/Brynelson_N.pdf
(There are some nice visuals and concrete examples.)
Some Historical Print & Media Sources
Journal of San Diego History (kept on file at Balboa Park and in Love Library, SDSU.) Also see the
timeline on their website.
Local newspapers
Community television or radio
Cook, Sherburne F. (1976). The population of the California Indians 1769-1770. Berkeley: University
of California Press.
DLE 603, Fall 2015, 8-25
12
Davila, Alberto. (1984). Racial earnings differentials in Texas and California. Economic review:
Federal Reserve Bank of Dallas.
Davis, Kenneth C. (1990). Don’t know much about history: Everything you need to know about
American history but never learned. New York: Avon Books.
Faderman, Lillian & Barbara Bradshaw, Eds. (1969). Speaking for ourselves: American ethnic writing.
Glennview, IL: Scott, Foresman and Company. (*Contains short histories of the ethnic groups
represented).
Gonzalez, Manuel G. (1999). Mexicanos: A history of Mexicans in the United States. Bloomington and
Indianapolis: The Indiana University Press.Heizer, Robert F., Ed. (1776). Some last accounts of
the Indians of Southern California. Ramona, CA: Ballena Press.
Hosokawa, Bill. (1982). JACL in quest of justice: The history of the Japanese American Citizen’s
League. New York: William Morrow and Company, Inc.
Ito, Kazuo. (1973). Issei: A history of Japanese immigrants in North America. Translated by
Shinichiro Nakamura & Jean S. Gerard. Japan: Japan Publications Inc.
Lockwood, Herbert. (circa 1977). Skeleton’s closet revisited: A light look at San Diego history. San
Diego, CA: Bailey and Associates.
Nalty, Bernard C. (circa 1955). The right to fight: African-Americcan marines in World War Two. U.S.
Government Printing Office: Marines in World War Two Commemorative Series.
Purade, Richard F. (1961). The time of the bells. San Diego: The Union Tribune Publishing Company.
----. (1963). The time of the silver dons. San Diego: The Union Tribune Publishing Company.
----. (1965). The glory years. San Diego: The Union Tribune Publishing Company.
----. (1967). The rising tide. San Diego: The Union Tribune Publishing Company.
Rosales, F. Arturo. (1996). Chicano! The history of the Mexican American civil rights movement.
Huston: Arte Público Press.
DLE 603, Fall 2015, 8-25