As California schools prepare for a future in which high school seniors must complete an ethnic studies course to graduate, many educators are seeking guidance on how to implement this new curriculum. For schools across the Bay Area, the UC Berkeley History Social Science Project has become an important partner in navigating this challenge.
Central to the organization's mission is supporting K-12 schools in reshaping their approach to history and social sciences. The Berkeley project collaborates with individual schools and school districts in the Bay Area, offering support tailored to their specific needs. This assistance can range from professional development and training for departments and entire districts to curriculum design.
Leading this effort is Jason Muñiz, the project's site director, who works closely with educators to rethink and redesign a curriculum that resonates with both teachers and students. Muñiz is also a former teacher who taught in public schools for 10 years in both South Florida and East Oakland, where he introduced ethnic studies curriculum in history classes.
"Depending on whatever the needs are of the specific entity at the school or the district, we do a lot of different things, all in support of teachers and schools in our subject area," Muñiz said.
Statewide Network
The Berkeley project is part of the California History Social Science Project, a statewide initiative that works to improve instruction in schools across various subject matters. While the network encompasses multiple academic disciplines, the UC Berkeley arm focuses on history and social sciences, collaborating with schools around the Bay Area to address their needs.
Muñiz said the organization works with schools or districts to provide support where it's needed, whether that's training for teachers, curriculum redesign or helping schools meet new state mandates.
One of the most pressing challenges they are addressing is the requirement for high schools to incorporate ethnic studies into their curriculum. California Assembly Bill 101, passed in 2019, mandates that all California high school students must complete an ethnic studies course by the 2029-2030 academic year; otherwise, students won't be able to graduate. This has left many educators scrambling.
A New Challenge
Ethnic studies, unlike traditional history or government classes, requires teachers to engage with deeply personal and sometimes contentious topics, Muñiz said, making it a challenging course to teach. He added that the Berkeley project is finding that a lot of schools need support because many teachers have no experience or background in ethnic studies.
To address this gap, the project provides educators with course design support and pedagogical training, while also assisting schools in designing courses in ways that are both academically rigorous and reflective of the communities they serve.
"Ethnic studies demands a connection with the community because you're talking about real, lived experiences. Our role is to help schools and teachers build that connection, while also giving them the tools to teach these courses," Muñiz said.
Supporting Teachers and Students
One of the project's core missions is to encourage teachers to rethink how they approach history and social sciences. Muñiz and his team work closely with veteran educators, many of whom have been teaching for decades using traditional methods. "It can be hard to change old ways of thinking, but we approach these conversations with respect for teachers' experiences while showing them incremental ways to redesign their courses," he said.
The project has yielded promising results. Teachers who have adopted its model, which focuses on themes and ideas that resonate with students rather than marching through a textbook, are seeing noticeable improvements in student engagement.
"The framework we advocate allows teachers to design courses that center on literacy, civic action and student identity. It changes the way students receive the material," Muñiz said.
The Berkeley project offers training for engaging students in civic engagement, where they can earn the State Seal of Civic Engagement on their transcript for work they do “in pursuit of a more just and equitable world during their high school experience.” This seal recognizes students' efforts to promote justice and equity through projects during their high school years. The program encourages students to become informed citizens that creates a sense of civic responsibility for their academic and professional goals.
Another distinctive curriculum resource offered by the project focuses on environmental literacy, which examines historical events and trends to guide the creation of a more sustainable future. Under California Education Code, environmental principles and concepts — guidelines used in California education to help students understand the relationship between human activities and the natural environment — must be included in all state-approved textbooks and instructional materials. The Berkeley project has materials and resources to support educators with the integration of these concepts into their classrooms.
Navigating Controversy
While the project's contributions to ethnic studies have been regarded as valuable by educators and students, the curriculum's introduction has not been without challenges. Some communities in Santa Clara County expressed concerns that the content might lean too heavily into political themes, potentially fostering division.
These apprehensions came to the forefront this past July, when parents in Palo Alto questioned the direction of the ethnic studies curriculum being developed in partnership with the Berkeley project. The debate, intensified by news coverage, centered on whether the course would promote a "liberated" model focused on oppression or an "inclusive" approach that emphasized commonalities across different groups.
In response to these concerns, Muñiz emphasized that the project's role is not to dictate a specific curriculum but to provide teachers with resources and support to tailor lessons to their own district's needs.
Looking Ahead
Beyond ethnic studies, the project's impact on K-12 education is far-reaching. By helping teachers break away from outdated instructional models and encouraging more dynamic, inquiry-driven teaching, the project is transforming the way students in California engage with history and social science, according to Muñiz.
"History and social sciences can be incredibly impactful for K-12 learners," said Cathryn Carson, chair of Berkeley's History Department, where the Berkeley project is housed. "As educators, there is so much we can do to give students access to the richness of the past and help it speak to them in the present. Jason Muñiz brings an impressive depth of experience to this work. We're lucky to have him leading the program."
As the 2029-2030 state deadline approaches, the project will continue to play a role in preparing schools to meet the new graduation requirement.
For educators interested in learning more or getting involved, the project offers a range of public programs, including communities of practice for ethnic studies teachers and newcomers to the history-social science field. Learn more by visiting https://ucbhssp.berkeley.edu/