CA
California Senate Bill SB787

California 2017-2018 Regular Session

California Senate Bill SB787 Compare Versions

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11 CALIFORNIA LEGISLATURE 20172018 REGULAR SESSION Senate Bill No. 787Introduced by Senator MorrellFebruary 17, 2017 An act to amend Section 33540 of the Education Code, relating to pupil instruction. LEGISLATIVE COUNSEL'S DIGESTSB 787, as introduced, Morrell. Pupil instruction: history-social science framework: historical documents: Northwest Ordinance.Existing law requires the State Board of Education and the State Department of Education to request that the Instructional Quality Commission review and revise, as necessary, the course requirements in the history-social science framework, as specified. Existing law requires the commission, whenever the history-social science framework is revised as required by law, to take specified actions relating to civics and history instruction, including ensuring that various historical documents are incorporated into the framework.This bill would instead require the commission to ensure that those historical documents are incorporated into the history-social science framework so that they are read by pupils. The bill would also include the Northwest Ordinance as one of those historical documents.Digest Key Vote: MAJORITY Appropriation: NO Fiscal Committee: YES Local Program: NO Bill TextThe people of the State of California do enact as follows:SECTION 1. Section 33540 of the Education Code is amended to read:33540. (a) The state board and the department shall request that the commission review and revise, as necessary, the course requirements in the history-social science framework developed by the History-Social Science Curriculum Framework and Criteria Committee of the state board to ensure that minimum standards for courses in American government and civics include sufficient attention to teaching pupils how to interact, in a practical manner, with state and local governmental agencies and representatives to solve problems and to petition for changes in laws and procedures, and that the course requirements in the history-social science framework are also included in all history and social science courses and all grade levels, as appropriate.(b) Whenever the history-social science framework is revised as required by law, the commission shall do, as appropriate and based on the subject matter of the course, all of the following:(1) Receive input from civics learning experts, including civics education program providers, associations of civics educators, and organizations dedicated to research on civics learning, for purposes of integrating civics learning content, concepts, and skills, at all appropriate grade levels, with the standards established by the state board in core curriculum areas, as specified in Section 60605, as that section read on June 30, 2011, and Section 60605.8.(2) Consider how civics and history instruction, at all appropriate grade levels, includes, in addition to the acquisition of content knowledge, the application of that content to develop the competence and skills needed for civic engagement.(3) Ensure that voter education information is included in the American government and civics curriculum at the high school level, including, but not limited to, information on the importance of registering to vote in local, state, and federal elections, how to register to vote, both online and by mail, what the requirements are to register to vote, how to request an absentee ballot, how to fill out and return an absentee ballot, what to expect on election day, how to find a polling place, and where and how to access and understand the voter information pamphlet and other materials to become an informed voter.(4) Ensure the following historical documents are incorporated into the framework: framework so that the documents are read by pupils:(A) The Declaration of Independence.(B) The United States Constitution, including the Bill of Rights.(C) The Federalist Papers.(D) The Emancipation Proclamation.(E) The Gettysburg Address.(F) George Washingtons Farewell Address.(G) The Northwest Ordinance.(5) Consider incorporating the following historical documents into the framework:(A) The Magna Carta.(B) The Articles of Confederation.(C) The California Constitution.(6) Encourage instruction that promotes an understanding of the governments of California and the United States of America, including, but not limited to, the development of democracy and the history of the development of the United States Constitution.(c) It is the intent of the Legislature, for purposes of the history-social science framework that is revised any time after January 1, 2015, that the commission consider whether and how to incorporate the College, Career, and Civic Life (C3) Framework for Social Studies State Standards into that framework.(d) It is the intent of the Legislature, for purposes of only the history-social science framework that is revised after January 1, 2015, that the requirements imposed pursuant to paragraphs (1) to (3), inclusive, of subdivision (b) may be satisfied under the framework adoption procedures currently being used by the department as of January 1, 2015.(e) When the history-social science content standards are next revised after January 1, 2015, the state board shall consider incorporating the College, Career, and Civic Life (C3) Framework for Social Studies State Standards into the history-social science content standards.
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33 CALIFORNIA LEGISLATURE 20172018 REGULAR SESSION Senate Bill No. 787Introduced by Senator MorrellFebruary 17, 2017 An act to amend Section 33540 of the Education Code, relating to pupil instruction. LEGISLATIVE COUNSEL'S DIGESTSB 787, as introduced, Morrell. Pupil instruction: history-social science framework: historical documents: Northwest Ordinance.Existing law requires the State Board of Education and the State Department of Education to request that the Instructional Quality Commission review and revise, as necessary, the course requirements in the history-social science framework, as specified. Existing law requires the commission, whenever the history-social science framework is revised as required by law, to take specified actions relating to civics and history instruction, including ensuring that various historical documents are incorporated into the framework.This bill would instead require the commission to ensure that those historical documents are incorporated into the history-social science framework so that they are read by pupils. The bill would also include the Northwest Ordinance as one of those historical documents.Digest Key Vote: MAJORITY Appropriation: NO Fiscal Committee: YES Local Program: NO
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99 CALIFORNIA LEGISLATURE 20172018 REGULAR SESSION
1010
1111 Senate Bill No. 787
1212
1313 Introduced by Senator MorrellFebruary 17, 2017
1414
1515 Introduced by Senator Morrell
1616 February 17, 2017
1717
1818 An act to amend Section 33540 of the Education Code, relating to pupil instruction.
1919
2020 LEGISLATIVE COUNSEL'S DIGEST
2121
2222 ## LEGISLATIVE COUNSEL'S DIGEST
2323
2424 SB 787, as introduced, Morrell. Pupil instruction: history-social science framework: historical documents: Northwest Ordinance.
2525
2626 Existing law requires the State Board of Education and the State Department of Education to request that the Instructional Quality Commission review and revise, as necessary, the course requirements in the history-social science framework, as specified. Existing law requires the commission, whenever the history-social science framework is revised as required by law, to take specified actions relating to civics and history instruction, including ensuring that various historical documents are incorporated into the framework.This bill would instead require the commission to ensure that those historical documents are incorporated into the history-social science framework so that they are read by pupils. The bill would also include the Northwest Ordinance as one of those historical documents.
2727
2828 Existing law requires the State Board of Education and the State Department of Education to request that the Instructional Quality Commission review and revise, as necessary, the course requirements in the history-social science framework, as specified. Existing law requires the commission, whenever the history-social science framework is revised as required by law, to take specified actions relating to civics and history instruction, including ensuring that various historical documents are incorporated into the framework.
2929
3030 This bill would instead require the commission to ensure that those historical documents are incorporated into the history-social science framework so that they are read by pupils. The bill would also include the Northwest Ordinance as one of those historical documents.
3131
3232 ## Digest Key
3333
3434 ## Bill Text
3535
3636 The people of the State of California do enact as follows:SECTION 1. Section 33540 of the Education Code is amended to read:33540. (a) The state board and the department shall request that the commission review and revise, as necessary, the course requirements in the history-social science framework developed by the History-Social Science Curriculum Framework and Criteria Committee of the state board to ensure that minimum standards for courses in American government and civics include sufficient attention to teaching pupils how to interact, in a practical manner, with state and local governmental agencies and representatives to solve problems and to petition for changes in laws and procedures, and that the course requirements in the history-social science framework are also included in all history and social science courses and all grade levels, as appropriate.(b) Whenever the history-social science framework is revised as required by law, the commission shall do, as appropriate and based on the subject matter of the course, all of the following:(1) Receive input from civics learning experts, including civics education program providers, associations of civics educators, and organizations dedicated to research on civics learning, for purposes of integrating civics learning content, concepts, and skills, at all appropriate grade levels, with the standards established by the state board in core curriculum areas, as specified in Section 60605, as that section read on June 30, 2011, and Section 60605.8.(2) Consider how civics and history instruction, at all appropriate grade levels, includes, in addition to the acquisition of content knowledge, the application of that content to develop the competence and skills needed for civic engagement.(3) Ensure that voter education information is included in the American government and civics curriculum at the high school level, including, but not limited to, information on the importance of registering to vote in local, state, and federal elections, how to register to vote, both online and by mail, what the requirements are to register to vote, how to request an absentee ballot, how to fill out and return an absentee ballot, what to expect on election day, how to find a polling place, and where and how to access and understand the voter information pamphlet and other materials to become an informed voter.(4) Ensure the following historical documents are incorporated into the framework: framework so that the documents are read by pupils:(A) The Declaration of Independence.(B) The United States Constitution, including the Bill of Rights.(C) The Federalist Papers.(D) The Emancipation Proclamation.(E) The Gettysburg Address.(F) George Washingtons Farewell Address.(G) The Northwest Ordinance.(5) Consider incorporating the following historical documents into the framework:(A) The Magna Carta.(B) The Articles of Confederation.(C) The California Constitution.(6) Encourage instruction that promotes an understanding of the governments of California and the United States of America, including, but not limited to, the development of democracy and the history of the development of the United States Constitution.(c) It is the intent of the Legislature, for purposes of the history-social science framework that is revised any time after January 1, 2015, that the commission consider whether and how to incorporate the College, Career, and Civic Life (C3) Framework for Social Studies State Standards into that framework.(d) It is the intent of the Legislature, for purposes of only the history-social science framework that is revised after January 1, 2015, that the requirements imposed pursuant to paragraphs (1) to (3), inclusive, of subdivision (b) may be satisfied under the framework adoption procedures currently being used by the department as of January 1, 2015.(e) When the history-social science content standards are next revised after January 1, 2015, the state board shall consider incorporating the College, Career, and Civic Life (C3) Framework for Social Studies State Standards into the history-social science content standards.
3737
3838 The people of the State of California do enact as follows:
3939
4040 ## The people of the State of California do enact as follows:
4141
4242 SECTION 1. Section 33540 of the Education Code is amended to read:33540. (a) The state board and the department shall request that the commission review and revise, as necessary, the course requirements in the history-social science framework developed by the History-Social Science Curriculum Framework and Criteria Committee of the state board to ensure that minimum standards for courses in American government and civics include sufficient attention to teaching pupils how to interact, in a practical manner, with state and local governmental agencies and representatives to solve problems and to petition for changes in laws and procedures, and that the course requirements in the history-social science framework are also included in all history and social science courses and all grade levels, as appropriate.(b) Whenever the history-social science framework is revised as required by law, the commission shall do, as appropriate and based on the subject matter of the course, all of the following:(1) Receive input from civics learning experts, including civics education program providers, associations of civics educators, and organizations dedicated to research on civics learning, for purposes of integrating civics learning content, concepts, and skills, at all appropriate grade levels, with the standards established by the state board in core curriculum areas, as specified in Section 60605, as that section read on June 30, 2011, and Section 60605.8.(2) Consider how civics and history instruction, at all appropriate grade levels, includes, in addition to the acquisition of content knowledge, the application of that content to develop the competence and skills needed for civic engagement.(3) Ensure that voter education information is included in the American government and civics curriculum at the high school level, including, but not limited to, information on the importance of registering to vote in local, state, and federal elections, how to register to vote, both online and by mail, what the requirements are to register to vote, how to request an absentee ballot, how to fill out and return an absentee ballot, what to expect on election day, how to find a polling place, and where and how to access and understand the voter information pamphlet and other materials to become an informed voter.(4) Ensure the following historical documents are incorporated into the framework: framework so that the documents are read by pupils:(A) The Declaration of Independence.(B) The United States Constitution, including the Bill of Rights.(C) The Federalist Papers.(D) The Emancipation Proclamation.(E) The Gettysburg Address.(F) George Washingtons Farewell Address.(G) The Northwest Ordinance.(5) Consider incorporating the following historical documents into the framework:(A) The Magna Carta.(B) The Articles of Confederation.(C) The California Constitution.(6) Encourage instruction that promotes an understanding of the governments of California and the United States of America, including, but not limited to, the development of democracy and the history of the development of the United States Constitution.(c) It is the intent of the Legislature, for purposes of the history-social science framework that is revised any time after January 1, 2015, that the commission consider whether and how to incorporate the College, Career, and Civic Life (C3) Framework for Social Studies State Standards into that framework.(d) It is the intent of the Legislature, for purposes of only the history-social science framework that is revised after January 1, 2015, that the requirements imposed pursuant to paragraphs (1) to (3), inclusive, of subdivision (b) may be satisfied under the framework adoption procedures currently being used by the department as of January 1, 2015.(e) When the history-social science content standards are next revised after January 1, 2015, the state board shall consider incorporating the College, Career, and Civic Life (C3) Framework for Social Studies State Standards into the history-social science content standards.
4343
4444 SECTION 1. Section 33540 of the Education Code is amended to read:
4545
4646 ### SECTION 1.
4747
4848 33540. (a) The state board and the department shall request that the commission review and revise, as necessary, the course requirements in the history-social science framework developed by the History-Social Science Curriculum Framework and Criteria Committee of the state board to ensure that minimum standards for courses in American government and civics include sufficient attention to teaching pupils how to interact, in a practical manner, with state and local governmental agencies and representatives to solve problems and to petition for changes in laws and procedures, and that the course requirements in the history-social science framework are also included in all history and social science courses and all grade levels, as appropriate.(b) Whenever the history-social science framework is revised as required by law, the commission shall do, as appropriate and based on the subject matter of the course, all of the following:(1) Receive input from civics learning experts, including civics education program providers, associations of civics educators, and organizations dedicated to research on civics learning, for purposes of integrating civics learning content, concepts, and skills, at all appropriate grade levels, with the standards established by the state board in core curriculum areas, as specified in Section 60605, as that section read on June 30, 2011, and Section 60605.8.(2) Consider how civics and history instruction, at all appropriate grade levels, includes, in addition to the acquisition of content knowledge, the application of that content to develop the competence and skills needed for civic engagement.(3) Ensure that voter education information is included in the American government and civics curriculum at the high school level, including, but not limited to, information on the importance of registering to vote in local, state, and federal elections, how to register to vote, both online and by mail, what the requirements are to register to vote, how to request an absentee ballot, how to fill out and return an absentee ballot, what to expect on election day, how to find a polling place, and where and how to access and understand the voter information pamphlet and other materials to become an informed voter.(4) Ensure the following historical documents are incorporated into the framework: framework so that the documents are read by pupils:(A) The Declaration of Independence.(B) The United States Constitution, including the Bill of Rights.(C) The Federalist Papers.(D) The Emancipation Proclamation.(E) The Gettysburg Address.(F) George Washingtons Farewell Address.(G) The Northwest Ordinance.(5) Consider incorporating the following historical documents into the framework:(A) The Magna Carta.(B) The Articles of Confederation.(C) The California Constitution.(6) Encourage instruction that promotes an understanding of the governments of California and the United States of America, including, but not limited to, the development of democracy and the history of the development of the United States Constitution.(c) It is the intent of the Legislature, for purposes of the history-social science framework that is revised any time after January 1, 2015, that the commission consider whether and how to incorporate the College, Career, and Civic Life (C3) Framework for Social Studies State Standards into that framework.(d) It is the intent of the Legislature, for purposes of only the history-social science framework that is revised after January 1, 2015, that the requirements imposed pursuant to paragraphs (1) to (3), inclusive, of subdivision (b) may be satisfied under the framework adoption procedures currently being used by the department as of January 1, 2015.(e) When the history-social science content standards are next revised after January 1, 2015, the state board shall consider incorporating the College, Career, and Civic Life (C3) Framework for Social Studies State Standards into the history-social science content standards.
4949
5050 33540. (a) The state board and the department shall request that the commission review and revise, as necessary, the course requirements in the history-social science framework developed by the History-Social Science Curriculum Framework and Criteria Committee of the state board to ensure that minimum standards for courses in American government and civics include sufficient attention to teaching pupils how to interact, in a practical manner, with state and local governmental agencies and representatives to solve problems and to petition for changes in laws and procedures, and that the course requirements in the history-social science framework are also included in all history and social science courses and all grade levels, as appropriate.(b) Whenever the history-social science framework is revised as required by law, the commission shall do, as appropriate and based on the subject matter of the course, all of the following:(1) Receive input from civics learning experts, including civics education program providers, associations of civics educators, and organizations dedicated to research on civics learning, for purposes of integrating civics learning content, concepts, and skills, at all appropriate grade levels, with the standards established by the state board in core curriculum areas, as specified in Section 60605, as that section read on June 30, 2011, and Section 60605.8.(2) Consider how civics and history instruction, at all appropriate grade levels, includes, in addition to the acquisition of content knowledge, the application of that content to develop the competence and skills needed for civic engagement.(3) Ensure that voter education information is included in the American government and civics curriculum at the high school level, including, but not limited to, information on the importance of registering to vote in local, state, and federal elections, how to register to vote, both online and by mail, what the requirements are to register to vote, how to request an absentee ballot, how to fill out and return an absentee ballot, what to expect on election day, how to find a polling place, and where and how to access and understand the voter information pamphlet and other materials to become an informed voter.(4) Ensure the following historical documents are incorporated into the framework: framework so that the documents are read by pupils:(A) The Declaration of Independence.(B) The United States Constitution, including the Bill of Rights.(C) The Federalist Papers.(D) The Emancipation Proclamation.(E) The Gettysburg Address.(F) George Washingtons Farewell Address.(G) The Northwest Ordinance.(5) Consider incorporating the following historical documents into the framework:(A) The Magna Carta.(B) The Articles of Confederation.(C) The California Constitution.(6) Encourage instruction that promotes an understanding of the governments of California and the United States of America, including, but not limited to, the development of democracy and the history of the development of the United States Constitution.(c) It is the intent of the Legislature, for purposes of the history-social science framework that is revised any time after January 1, 2015, that the commission consider whether and how to incorporate the College, Career, and Civic Life (C3) Framework for Social Studies State Standards into that framework.(d) It is the intent of the Legislature, for purposes of only the history-social science framework that is revised after January 1, 2015, that the requirements imposed pursuant to paragraphs (1) to (3), inclusive, of subdivision (b) may be satisfied under the framework adoption procedures currently being used by the department as of January 1, 2015.(e) When the history-social science content standards are next revised after January 1, 2015, the state board shall consider incorporating the College, Career, and Civic Life (C3) Framework for Social Studies State Standards into the history-social science content standards.
5151
5252 33540. (a) The state board and the department shall request that the commission review and revise, as necessary, the course requirements in the history-social science framework developed by the History-Social Science Curriculum Framework and Criteria Committee of the state board to ensure that minimum standards for courses in American government and civics include sufficient attention to teaching pupils how to interact, in a practical manner, with state and local governmental agencies and representatives to solve problems and to petition for changes in laws and procedures, and that the course requirements in the history-social science framework are also included in all history and social science courses and all grade levels, as appropriate.(b) Whenever the history-social science framework is revised as required by law, the commission shall do, as appropriate and based on the subject matter of the course, all of the following:(1) Receive input from civics learning experts, including civics education program providers, associations of civics educators, and organizations dedicated to research on civics learning, for purposes of integrating civics learning content, concepts, and skills, at all appropriate grade levels, with the standards established by the state board in core curriculum areas, as specified in Section 60605, as that section read on June 30, 2011, and Section 60605.8.(2) Consider how civics and history instruction, at all appropriate grade levels, includes, in addition to the acquisition of content knowledge, the application of that content to develop the competence and skills needed for civic engagement.(3) Ensure that voter education information is included in the American government and civics curriculum at the high school level, including, but not limited to, information on the importance of registering to vote in local, state, and federal elections, how to register to vote, both online and by mail, what the requirements are to register to vote, how to request an absentee ballot, how to fill out and return an absentee ballot, what to expect on election day, how to find a polling place, and where and how to access and understand the voter information pamphlet and other materials to become an informed voter.(4) Ensure the following historical documents are incorporated into the framework: framework so that the documents are read by pupils:(A) The Declaration of Independence.(B) The United States Constitution, including the Bill of Rights.(C) The Federalist Papers.(D) The Emancipation Proclamation.(E) The Gettysburg Address.(F) George Washingtons Farewell Address.(G) The Northwest Ordinance.(5) Consider incorporating the following historical documents into the framework:(A) The Magna Carta.(B) The Articles of Confederation.(C) The California Constitution.(6) Encourage instruction that promotes an understanding of the governments of California and the United States of America, including, but not limited to, the development of democracy and the history of the development of the United States Constitution.(c) It is the intent of the Legislature, for purposes of the history-social science framework that is revised any time after January 1, 2015, that the commission consider whether and how to incorporate the College, Career, and Civic Life (C3) Framework for Social Studies State Standards into that framework.(d) It is the intent of the Legislature, for purposes of only the history-social science framework that is revised after January 1, 2015, that the requirements imposed pursuant to paragraphs (1) to (3), inclusive, of subdivision (b) may be satisfied under the framework adoption procedures currently being used by the department as of January 1, 2015.(e) When the history-social science content standards are next revised after January 1, 2015, the state board shall consider incorporating the College, Career, and Civic Life (C3) Framework for Social Studies State Standards into the history-social science content standards.
5353
5454
5555
5656 33540. (a) The state board and the department shall request that the commission review and revise, as necessary, the course requirements in the history-social science framework developed by the History-Social Science Curriculum Framework and Criteria Committee of the state board to ensure that minimum standards for courses in American government and civics include sufficient attention to teaching pupils how to interact, in a practical manner, with state and local governmental agencies and representatives to solve problems and to petition for changes in laws and procedures, and that the course requirements in the history-social science framework are also included in all history and social science courses and all grade levels, as appropriate.
5757
5858 (b) Whenever the history-social science framework is revised as required by law, the commission shall do, as appropriate and based on the subject matter of the course, all of the following:
5959
6060 (1) Receive input from civics learning experts, including civics education program providers, associations of civics educators, and organizations dedicated to research on civics learning, for purposes of integrating civics learning content, concepts, and skills, at all appropriate grade levels, with the standards established by the state board in core curriculum areas, as specified in Section 60605, as that section read on June 30, 2011, and Section 60605.8.
6161
6262 (2) Consider how civics and history instruction, at all appropriate grade levels, includes, in addition to the acquisition of content knowledge, the application of that content to develop the competence and skills needed for civic engagement.
6363
6464 (3) Ensure that voter education information is included in the American government and civics curriculum at the high school level, including, but not limited to, information on the importance of registering to vote in local, state, and federal elections, how to register to vote, both online and by mail, what the requirements are to register to vote, how to request an absentee ballot, how to fill out and return an absentee ballot, what to expect on election day, how to find a polling place, and where and how to access and understand the voter information pamphlet and other materials to become an informed voter.
6565
6666 (4) Ensure the following historical documents are incorporated into the framework: framework so that the documents are read by pupils:
6767
6868 (A) The Declaration of Independence.
6969
7070 (B) The United States Constitution, including the Bill of Rights.
7171
7272 (C) The Federalist Papers.
7373
7474 (D) The Emancipation Proclamation.
7575
7676 (E) The Gettysburg Address.
7777
7878 (F) George Washingtons Farewell Address.
7979
8080 (G) The Northwest Ordinance.
8181
8282 (5) Consider incorporating the following historical documents into the framework:
8383
8484 (A) The Magna Carta.
8585
8686 (B) The Articles of Confederation.
8787
8888 (C) The California Constitution.
8989
9090 (6) Encourage instruction that promotes an understanding of the governments of California and the United States of America, including, but not limited to, the development of democracy and the history of the development of the United States Constitution.
9191
9292 (c) It is the intent of the Legislature, for purposes of the history-social science framework that is revised any time after January 1, 2015, that the commission consider whether and how to incorporate the College, Career, and Civic Life (C3) Framework for Social Studies State Standards into that framework.
9393
9494 (d) It is the intent of the Legislature, for purposes of only the history-social science framework that is revised after January 1, 2015, that the requirements imposed pursuant to paragraphs (1) to (3), inclusive, of subdivision (b) may be satisfied under the framework adoption procedures currently being used by the department as of January 1, 2015.
9595
9696 (e) When the history-social science content standards are next revised after January 1, 2015, the state board shall consider incorporating the College, Career, and Civic Life (C3) Framework for Social Studies State Standards into the history-social science content standards.