First of all, I did some search to get a photo of the Minnesota State Flag for this post and WOW! t appears they are in the process of redesigning it. I could not believe some of the submissions, albeit I was expecting to see one honoring George Floyd, maybe it’s coming?
Folks, if you live in MN or know someone who resides there, you may want to share this post with them. I can tell this much, if I lived there, which would be akin to living in the real cesspool of politics, yes you guessed it, ILLINOIS, and I had school aged children, you can bet they would not be attending the public school system. Wait till you read this garbage
“Give me just one generation of youth, and I’ll transform the whole world.”
Well, this country is working on that generation right now and before our eyes. And MN is leading the way. Question: Do you know what’s being taught to your children? Do you ask them at the dinner table every night what they learned in school that day? Well, if you don’t, than I happen to think you are part of the problem!!!
Minnesota’s New Social Studies Curriculum Would Racialize First-Graders, Teach High Schoolers About The Evils Of ‘Whiteness, Capitalism, And Christianity’
DailyWire.com
The Minnesota Department of Education released a draft of its new social studies curriculum standards, which place a new emphasis on diversity, equity, and gender.
The social studies curriculum is up for state-wide review during the 2020-21 school year as part of Minnesota’s 10-year cyclical curriculum review. The Department of Education’s standards committee has dubbed the new framework a “more inclusive approach to social studies education.”
According to a copy of the standards, the committee wants to begin social studies classes with a land acknowledgment. Land acknowledgments tell students that they are learning on land that was conquered by Americans, though once belonged to Native Americans.
“Minnesota is the contemporary and ancestral home of the Anishinaabe and Dakota peoples, and social studies education on this land will acknowledge and honor their contemporary and historical voices,” the draft reads.
Under the new standards, learning about social justice curriculum begins in the first grade. Six and seven-year-olds may be taught about systemic discrimination and how groups have fought against such discrimination.
The standards insist that fourth-graders investigate how race, ethnicity, gender, age, religion, and geographic location shape the opinions of people.
In fifth grade, students are asked to “investigate how groups (example: women, religious groups, civil rights groups, indigenous peoples, LGBTQ) have advocated for access to greater rights.” Fifth-graders must also learn about the ongoing debate about renaming buildings following the death of George Floyd and the resurgence of the Black Lives Matter movement.
Elementary students are asked to “analyze how different perspectives influenced past decisions to name places and impact changing place names today.”
Middle schoolers may soon be exposed to learning about racism in relation to the criminal justice system in Minnesota, the evils of capitalism, and social justice activism.
The standards ask sixth-graders to “describe the goals, offenses, penalties, long-term consequences, privacy concerns of Minnesota’s juvenile justice system and evaluate the impact on Black, Indigenous, Person of Color (BIPOC) communities.”
Sixth-graders are also asked to assess the goals of activists in their “quest for their voice to be heard.” The standards specifically address the activism of anti-war, racial minorities, immigrants and refugees, women, LGBTQ, and indigenous people.
In seventh grade, students may be asked to describe how profit can be used as “an incentive for people to exploit others or the environment.”
High school students undergo the most intense social justice indoctrination. At one point in the curriculum, freshmen are taught about the evils of “whiteness, Christianity, and capitalism,” and asked to question the country’s founding documents.
According to the standards, ninth-graders must “describe the tactics used by the United States government to claim indigenous and Mexican land, including but not limited to an analysis of the ideology of Manifest Destiny and its relationship to whiteness, Christianity, and capitalism.”
The same students learn about how Euro-Americans allegedly used “whiteness” and traditional gender norms to keep people enslaved.
“Identify how Europeans and Euro-Americans developed new legal justifications for slavery and settler colonialism in the Americas by creating new racial categories (i.e. Whiteness), and new ideas about gender,” the curriculum reads.
Other lessons include an explanation of how “systemic inequity” created barriers to accessing credit, explain how race is a “social construction” used to “oppress people of color,” and learn to embrace gender ideology.
“[Students will] explain the social construction of race and how it was used to oppress people of color and assess how social policies and economic forces offer privilege or systematic oppressions for racial/ethnic groups related to accessing social, political, economic, and spatial opportunities,” the curriculum reads. “[Students will] develop a respectful awareness about how ideas and norms about gender have changed over time, and how members of the LGBTQ+ community have responded to persecution or marginalization by building coalitions in order to promote gender equality/equity.”
Instructors are told to teach about the failure and successes of the 13th, 14th, and 15th Amendments during the Reconstruction era. The curriculum asks teachers to “connect this history to persistent discrimination and inequity in the present.”
Ninth-graders must also question why the United States’ founding documents included only the voices of white people.
“[Students will] analyze the founding documents of the United States, including the Declaration of Independence and the Constitution, as historical sources, asking who created them, whose voices were absent, and whose interests were articulated,” the standards read.
According to the Department of Education’s webpage, the committee will delay making a second draft until it has paid “full attention to issues of diversity and equity.”
During a virtual committee meeting, the department’s Assistant Commissioner for the Office of Teaching and Learning Bobbie Burnham said that the standards will be developed with an emphasis on the “lived experiences” of young, marginalized students.
“The committee has articulated the need to make standards and supporting benchmarks more meaningful by attending to the race, ethnicity, identity, and lived experiences of young people in relation to civic life and acknowledging voices and experiences of marginalized youth,” Burnham said.
A second draft is slated to be released in early June.
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My mother, a former 30 year elementary teacher in central Illinois, has dust rising from the urn containing her cremated remains. She would be even more appalled than I am at this mess in our public schools. I am relieved to know that for this year at least, my granddaughters here in south central Washington will not have an “adjustment” to their normal curriculums for the coming year.
The same illness is infecting Washington State schools. I sat in on a recent zoom meeting of the Diversity, Inclusion and Equity committee for our local high school. The meeting began with a brief report from students on the committee about the things they have been learning about. These include:
• white nationalism,
• systemic racism,
• the Black Lives Matter 13 guiding principles,
• complaints that the authors of work studied at the high school are only white men,
• an anonymous reporting form for micro aggressions, and
• how to hold teachers accountable.
Sounding to me more like Communist self-denunciation sessions than anyting else, I asked the school board if they approved of these things and was met with a stonewall of silence as have my public records requests, which might be explained by the assertion from our Assistant Superintendent that he was challenged by his “whiteness”. My suggestion that he visit a tanning booth fell on deaf ears.
To paraphrase my favorite movie line, they have messed with the wrong Marine.
S/F
Lenin said it best! And it is happening all over the country, except in FL. Our Gov has dictated the curriculums to be taught
Great post, Jim. I haven’t seen the proposals for Minnesota’s new state flag, but I have one in mind. Green background with a half-crescent moon splotched across it, underneath the words MINNESOTASTAN and below that in smaller letters, “Disgracing our Veterans Since Hubert Humphrey”.
I recall from years past, every year the school district I worked for produced a stupid motto for the upcoming year … something that I assume was intended to motivate teachers to do a better job in the classroom. One year, the motto was “Every Child Can Learn.” My response to that was, “No shit.” These mottos never motivated anyone, teacher, student, or parent and I never could understand why they even bothered. I guess district admin weenies have to do something for their living.
With that in mind, one of the final paragraphs in your post reads, “The committee has articulated the need to make standards and supporting benchmarks more meaningful by attending to the race, ethnicity, identity, and lived experiences of young people in relation to civic life and acknowledging voices and experiences of marginalized youth.”
Just what in the hell does that mean? How does anything in that quotation relate to preparing students for the real world of competition? What does “supporting benchmarks more meaningful by attending to the race …” mean? What a load of BS. People who say such things should be choked to death.
Final question, what in the hell is marginalized youth? Are those the confused, deeply mentally disturbed morons who don’t know whether they’re supposed to sit or stand to pee? If that’s true, then yeah, they need to be marginalized. We do not need to acknowledge the voices of people who are psychiatrically disturbed — and this leads me to conclude that Bobbie Burnham places children in danger. Bobbie should be at least fired as “Assistant Commissar,” and maybe even shot. Sadly, though, Burnham is typical of the ZERO you should expect to find in the State DOE.
So, twenty years from now, how competitive will Minnesotastan be when it economically ranks below Louisiana? Oh sure, the kids will be able to add simple numbers, but they will not know which bathroom to use.
Crumbs.
Great Comments and questions Mustang. I’m surprised that liberals’ even understand the terms and ideology they are expressing. My shock is that of the 176 who thus far read this post you are the only one who commented. Thank you sir!!