Model Curriculum Projects

By definition, a model curriculum is an academic project that originates from specific legislative directives which require the state to create curricula based on designated topics or fields of study. Such projects are typically overseen by state boards of education and other academic regulatory agencies. 

A model curriculum contains open-source lesson plans, primary source documents, planning resources, teaching strategies, and professional learning activities designed to enhance existing courses or support educators in course development.

Lessons in each curriculum are categorized into fo​ur areas of study that are connected by chronology and theme. Each area of study includes a narrative with a content overview to explain historical background and key concepts for classroom teachers and students. 

Here are the four areas of study for each of the three curricula:

Cambodian American Studies Model Curriculum

1. Introduction to Cambodian History

2. Genocide in Cambodia

3. Cambodian Diaspora

4. Community Building and Healing

Hmong History and Cultural Studies Model Curriculum

1. Hmong Ways of Knowing

2. Hmong Histories

3. Hmong Refugee Experiences

4. Community Building, Home-making and Empowerment

Vietnamese American Experiences Model Curriculum

1. Framing the Vietnamese American Experiences Model Curriculum

2. Social and Political Transformations in 20th Century Vietnam

3. Vietnamese Departures and Transit

4. Vietnamese Resettlement and Community Building

The website that houses the model curricula is searchable by grade and keyword and provides access to lessons, slide decks, instructional essays, glossaries, and other guidance materials that are all available for download on the site.

In addition, all student-facing materials in lessons, handouts, and slide decks are available in the target (Khmer, Hmong, and Vietnamese) language of each curriculum. By providing translated materials, the model curriculum allows for deeper learning and aligns with the California World Languages Framework, which includes recommendations for cross-disciplinary collaboration and an emphasis in cultural proficiency. 

The website also hosts twenty-seven scholar talk videos (recorded in 2023 and 2024) that provide contextual information and frameworks for understanding and teaching Cambodian, Hmong, and Vietnamese histories and cultures. While these lectures were delivered primarily in English, OCDE worked diligently to provide culturally and linguistically accurate captions in both English and the target language. Located in the “Implementation” section on the website, these videos and captions are fully downloadable and appear alongside directions for downloading.

Following the passage of California Assembly Bill 167 and Senate Bill 369, the Orange County Department of Education (OCDE) was contracted by the California Department of Education to lead the development of curricula about the history and c​ultural beliefs, practices, and traditions of Vietnamese, Cambodian, and Hmong peoples. Curriculum development was driven by community voices as per Assembly Bill 167 and Senate Bill 369. Collaborators included researchers, writers, and community members, many of whom are Cambodian, Hmong, and Vietnamese. 

The curricula were written by educators supported by scholarly presentations and resources. OCDE collaborated with scholars, as well as Cambodian Americans, Hmong Americans, and Vietnamese Americans serving in community organizations to drive the choice of topics and resources, and assisted with editing and design. The model curriculum webpage is hosted by the UC Davis California History/Social Science Project (CHSSP) online at: http://camodelcurricula.ucdavis.edu/. However, the UC Davis California History-Social Science Project was not involved with curriculum writing.

No. The Cambodian American Studies, Hmong History and Cultural Studies, and Vietnamese American Experiences Model Curricula were funded as part of Assembly Bill 167. Although some of the lessons in these curricula could be used in an Ethnic Studies class, the lessons were created separately from the Ethnic Studies Model Curriculum.​​