Then we look at how our kids are being educated and we wonder why this is the lost generation. The NDE, AFT, and NGOs
Points:
NEA & AFT pushing https://rethinkingschools.org/
-”how the American Revolution really was a project of settler colonialism rather than freedom making…we really have to see that so much of the genocidal destruction that’s happened in our world today comes out of a politics that emerged from the American Revolution that dehumanized indigenous people and said that they were less than human and that their land was there for the taking.”
“Rethinking Schools linked the American Revolution to "genocide" in Gaza, called the U.S. Constitution "undemocratic" and portrayed Israel and the U.S. as "settler colonial" projects.”
"Don't Make Students Love America, but Teach Them to Question It!"
American Library Association stated: neutrality in libraries is White Supremacy-promote sexually explicit books under the guise of diversity-grooming is happening in our public school libraries
-AFT, Randi Weingarten’s teachers union just passed May 1st a “Day of Civic Action” for political protests. They want students to do “training,” “political education,” and “marches and rallies.”
-engage students and families and neighbors in supporting mutual aid efforts, leading civic education, participating in voter registration, know-your-rights, and mass resistance training from beginning to end of the day
-encouraging schools to engage in age appropriate civic learning, marches and rallies, political organize and promote age-appropriate civic education, labor history programming, and know-your-rights trainings in the days surrounding and on May Day to equip educators, students, and families with tools to defend
-they want to use your kids as political pawns
-at AFT, Hakeem Jeffries asks the teacher’s union “to help take back control of the United States House of Representatives in November.”
-the AFT is a political organization that has nothing to do with education
-American Library Association: “Neutrality in libraries is White Supremacy”
-teachers unions consumed by political activism: organizing protests, advancing ideological causes, and turning classrooms into vehicles for social advocacy while millions of children struggle to read at grade level
-AFT supports colleges “Defending Critical Speech and Scholarship” which condones teaching about what it calls “the US/Israeli genocide and scholasticide in Gaza” to children as young as 5 years-old
***Scholasticide is the systematic and deliberate destruction of an educational system, encompassing the killing of teachers and students, the demolition of schools and universities, and the erasure of cultural and intellectual infrastructure. (Palestine Professor coined this phrase2008-2009))
-AFT uses public school classrooms as political platforms
-teachers colleges and ongoing teacher training programs remain hyper-focused on activist frameworks that prioritize creating social justice warriors over producing proficient readers
What’s being lost is the foundational promise of American public education: that schools exist to equip children with the knowledge and skills to think for themselves, not to recruit them into adult political causes. Activists know and bank on the fact that children in public schools are a captive audience. Students and parents alike are unable to choose their teachers or opt out of the lesson. They are young and impressionable, and they deserve better than to be treated as raw material for ideological formation.
-Kept the Nevada Biblical Standards, but it is difficult to teach the true history of America when you add to every lesson racism, oppressed, oppressor, discrimination, ***social justice is the title of the standards
Nevada education manipulates language:
social studies standards
The new DEI throughout social studies standards=
-standards start in kindergarten
-social justice, consciousness, and action
-respectful engagement of divers population
-democratic principles (America is no longer a Republic)
-grade 3 adds conflicting historical perspectives about migration and immigrations
-grade 2 contributions that different migrant groups have made to Nevada’s history
-grade 4 analyze how racism and discriminatory practices have led to oppression in Nevada
-grade 4- analyze how diverse individuals & groups in Nevada led movements for social justice in response to discriminatory practices
***nothing positives about America’s history so far
-grade 5-U.S. history mentioned, American Revolution, early America, Constitution, Bill of Rights; But added
-grade 5-why racial, ethnic, and other groups were oppressed in early American history
-grade 5-how individuals & groups used ideas from foundational documents to create communities of respect, equity, and diversity throughout American history
Grades 6-8 Early World Civilizations:
-included in these standards is Native Cultures of North America
-analyze the ways in which dominant cultures oppressed conquered peoples or minority groups within early civilizations as well as responses to those groups to the oppressions
-grades 6-8 World Geography & Global Studies
-discuss the contributions of racially and ethnically diverse leaders to the advancement of communities and nations around the world
-describe the roles of political, civil, and economic organizations in shaping people’s lives
-distinguish and apply the powers and responsibilities of global citizens, interest groups, and the media in a variety of government and nongovernment contexts
Grades 6-8 U.S. History & Civic Ideals:
-influence of diverse ideologies on politics, society, and culture in early U.S. history
-historical events from a variety of cultural perspectives
-cause and effect of the abolition of slavery in U.S. history
-ways in which dominant cultures have oppressed groups though institutionalized discrimination within
U.S. History:
-reform movements on the struggle for greater civil rights and liberties throughout U.S. history
-contributions of racially and ethnically diverse leaders
-grade 9 and 10 World History & Geography
-examine occurrences of and reactions to oppression, human rights violations, and genocide
-causes and consequences of the radicalization of individuals and groups
-Identity influences: capitalists vs. laborers, imperialists vs. indigenous groups, positions of power, class, race, ethnicity, and gender
-complex relationships between dominant cultures and minority groups (causes race, ethnicity, gender, nationality, class and/or religion)-reactions and long term effects of oppressions
****apply the successful principles used by groups and nations in order to create communities of respect, equity, and diversity at the school and local level.
-contribution of racially and ethnically diverse leaders (intellectual, cultural, religious, and artistic)
-policies of governance leaves out republic and socialism (feudalism, mercantilism, abolitionism, fascism, communism, and constitutional democracy)
Grade 11-U.S. History:
-factors that shape group and national identity and how the American identity has evolved
***examine how and why diverse groups have been denied equality and opportunity, both institutionally and informally
-analyze how resistance movements organized and responded to oppression and infringement of civil liberties, and evaluate the impact of the responses
-respect, equity, and diversity at the school and local level
contributions of racially and ethnically diverse leaders to the advancement of the U.S.
-explain how American identity is shaped by founding documents, political participation, democratic institutions and interactions among diverse cultures (no old white founders welcome)
Grade 12 Civics & Economics
-historical foundations and principles of American democracy, democratic principles
-analyze the interpretation of the founding documents have evolved throughout U.S. history
-analyze how local, state, and national governments institutionalized policies that disenfranchised groups throughout U.S. history
-investigate ways in which citizens or associations have used the constitution to influence or take action to fight for civil liberties and social justice
-investigate ways in which individuals can participate in the process of creating positive changes for their communities by taking informed civic action
-utilize civic action to create communities of respect, equity, and diversity at the school and local level
***high school adds Human Environment Interactions standards
-environmental policies and regulations in response to changing human environment interactions
DEI =drop the D; keep Equity & Inclusion, building community, social justice, respectful engagement of diverse populations, safe and respectful learning environments and opportunities division, culturally responsive learning, educational equity, cultural competency(teacher training), embracing diversity, etc….
