Inclusive Curriculum & The FAIR Act

Fair, Accurate, Inclusive, and Respectful Education Act

Overview of the FAIR Act

The Fair, Accurate, Inclusive, and Respectful (FAIR) Education Act is a California mandate (Education Code Section 51204.5) designed to ensure that the history and social studies taught in our classrooms reflect the true diversity of our state and nation.

By law, instruction must include the roles and contributions of various groups that have historically been underrepresented or excluded from textbooks. This legislation ensures students receive a balanced and comprehensive view of the economic, political, and social development of California and the United States.

Who is Represented?

In accordance with the law, Palm Springs Unified School District integrates the history and contributions of the following groups into our social science curriculum:

Racial & Ethnic Groups: Native Americans, African Americans, Mexican Americans, Asian Americans, Pacific Islanders, and European Americans.
LGBTQ+ Americans: Recognizing the roles and contributions of lesbian, gay, bisexual, and transgender individuals in shaping our history.
Persons with Disabilities: Highlighting the achievements and rights movements of individuals with physical and cognitive disabilities.
Diverse Cultural Groups: An inclusive look at other ethnic and cultural communities that have contributed to contemporary society.

Note: The curriculum places a particular emphasis on portraying the role of these groups in contemporary society, ensuring students see the ongoing impact of these communities today.

Implementation in PSUSD

While California sets the standards, local districts determine how this content is delivered. In PSUSD, these inclusive lessons are strategically integrated into the following grade levels to align with state history and social science frameworks:

4th Grade

Studies Weekly - Elementary School Adoption: TK-5 FAIR Education Act Compliance (with examples)

While specific examples are given, the FAIR Act is addressed and integrated throughout the program
Focus is on the “contributions” of the listed groups, not on the groups

Download the Studies Weekly FAIR Education Act Compliance

Required Lessons (BOTH from Studies Weekly)

Week 1, Article 5: "Social Scientist" [Disability Lesson] - after providing the "Article Background Information", use the article image to foster discussion that:
- studies all parts of the person;
- relate image back to history;
- and foster historical empathy;
Week 24, Article 8: "Charley Parkhurst" [LGBTQ+ Lesson] - learn the impact Charley Parkhurst had on California.
- stagecoach driver;
- presented herself as a man during her professional career;
- first woman to vote in California, 1868.

Additional FAIR Act Lessons: NOT REQUIRING Site Administrator Approval (ALL from Studies Weekly)

Week 31, Article 6: The Great Depression and the Dust Bowl - representation of women and men in various vocational roles, representing ethnic and cultural groups.
Week 10: Culture - representation of Native Americans, Mexican Americans, Asian Americans, Pacific Islanders, European Americans.
Week 11: Life in North America Before European Exploration and Colonization - representation of Native Americans, Mexican Americans, Asian Americans, Pacific Islanders, European Americans
Week 12: California American Indian Tribes of the Pacific Coast and Desert Regions - representation of Native Americans, Mexican Americans, Asian Americans, Pacific Islanders, European Americans
Week 32: World War II - representation of Native Americans, Mexican Americans, Asian Americans, Pacific Islanders, European Americans
Week 33: The Quest for Civil Rights - representation of Native Americans, Mexican Americans, Asian Americans, Pacific Islanders, European Americans
Week 33, Article 1: The Quest for Civil Rights in California (Makes specific mention of the LGBTQ+ population in a single sentence) - representation of the LGBTQ+ Community
Week 33, Article 5: Equal Rights for the LGBTQ+ Community - representation of the LGBTQ+ Community
Week 21: Gold Is Discovered in California - the role and contributions of entrepreneurs and labor in development of CA and USA
Week 22, Article 8: How Did the Gold Rush Change Cities in California? - the role and contributions of entrepreneurs and labor in development of CA and USA
Week 5, Article 4: Human-Environment Interaction - discussion of ecology and the environment
Week 6, Article 12: Ecosystems - discussion of ecology and the environment
Week 7: Human-Environment Interaction - discussion of ecology and the environment
Week 35: Water and its Impact on California - discussion of ecology and the environment
Week 10, Article 6: Religion and Beliefs - discussion and representation of religion
Week 12, Article 6: Beliefs and Traditions - discussion and representation of religion
Week 13: California American Indian Tribes of the Mountain, Central Valley, and Delta Regions - discussion and representation of religion
Week 18: Government and Economy of California Under Mexican Rule - impact of the aforementioned groups on economic, political, and social development of California and the United States of America with an emphasis in contemporary society
Week 20: The Mexican-American War and the Bear Flag Revolt - impact of the aforementioned groups on economic, political, and social development of California and the United States of America with an emphasis in contemporary society
Week 27: Challenges to Immigration - impact of the aforementioned groups on economic, political, and social development of California and the United States of America with an emphasis in contemporary society

And any lessons from this Studies Weekly provided list

8th Grade

McGraw-Hill / IMPACT - Middle School Adoption - 6-8 Diversity and FAIR Act Statement (with examples)

While specific examples are given, the FAIR Act is addressed/integrated throughout the program
Focus is on the “contributions” of the listed groups, not on the groups

Required Lessons (BOTH from McGraw-Hill/Impact)

Chapter 11, Lesson 4: (p.416, S.E. / T.E.) [LGBTQ+ Lesson] - Analyze the text presentation on Charley Parkhurst.
Chapter 12, Lesson 4: (pp.451-453, S.E. / p.453, T.E.) [Disability Lesson] - When reading about Harriet Tubman and the Underground Railroad, be sure to discuss that in her childhood, she suffered a TBI (traumatic brain injury) causing lifelong seizures, headaches, and narcoleptic episodes (https://www.biography.com/activist/harriet-tubman)

Additional FAIR Act Lessons: NOT REQUIRING Site Administrator Approval (ALL from McGraw-Hill/Impact)

Chapter 12, Lesson 2: (pp.437-438, S.E. / p.437, T.E.) - Read / Explain changes to family life and lives of women due to industrialization
Chapter 12, Lesson 4.1: (pp.448-449, S.E. / p.449, T.E.) - Discuss the lives of enslaved people including same-sex family structures.
Chapter 13, Lesson 3: (pp.477 and 479) - Discusses women’s changing role on the frontier, including a feature on Annie Bidwell and her work for social change in frontier California.
Chapter 17, Lesson 1: (p.606) - Describes women’s roles in Western boomtowns.
Chapter 17, Lesson 2: (pp.614-616) - Explores women’s lives on the farms of the Great Plains.
Chapter 16, Lesson 3: (p.588, S.E. / T.E.) - Discuss how discrimination was different among the formerly enslaved people, especially those with alternative forms of relationships, and explain the Freedman's Bureau policies regarding family structures in Reconstruction.
Chapter 17, Lesson 3: (p.624, S.E. / T.E.) - Discuss Native American culture changes due to policies such as forced assimilation, including effects on Native American two-spirit individuals.
Chapter 18, Lesson 2: (p.652, S.E./T.E.) - Discuss the contributions of inventor Thomas Edison despite having poor hearing. - ** NEW 2020/2021 school year
Chapter 18, Lesson 4: (pp.663, 665-666) - examines the role of women in the industrial workforce, along with their work-related rights and place in labor unions.
Chapter 19, Lesson 4: (pp.720-723) - explores the changing role of women as they gained more education and the right to vote, and became involved in various social reform movements.

11th Grade

Teacher Curriculum Institute (TCI) - High School Adoption - Fair Act Statement, 11th grade, History Alive! Pursuing American Ideals

While specific examples are given, the FAIR Act is addressed/integrated throughout the program
Focus is on the “contributions” of the listed groups, not on the groups

Required Lessons (BOTH from TCI)

Lesson 33:, "The New Deal and Its Legacy - Introduction" - [Disability Lesson] - teaches on the accomplishments of FDR during the Great Depression despite having polio.
Lesson 46+:, (follows lesson 46 - “The Widening Struggle,”) - [LGBTQ+ Lesson] - teach the lesson "Explore - The LGBT Rights Movement"
- This is ONLY on the online version, NOT in print.

AP/IB Requirements

Advanced Placement and International Baccalaureate Classes should teach a minimum of one lesson each on contributions of LGBT and Disability groups using their own curriculum.

Additional FAIR Act Lessons: NOT REQUIRING Site Administrator Approval (ALL from TCI)

Lesson 28+:, (follows lesson 28) "Popular Culture in the Roaring Twenties," teach the lesson "Explore - America’s LGBT Communities in the Early 20th Century"
- This is ONLY on the online version, NOT in print
Lesson 36:, "Fighting World War II, Section 4", teaches about the Manhattan Project. When teaching about Albert Einstein and his accomplishments, it should be noted that he had a learning disability - dyslexia. - ** NEW 2020/2021 school year
Lesson 40+:, (follows lesson 40) “Fighting the Cold War at Home,” teach the lesson "Explore - Postwar LGBT Communities"
- This is ONLY on the online version, NOT in print.