11/2/2023 0 Comments Iceberg clothing defective![]() ![]() Students will study our police departments and justice system in connection with an ethnic studies standard that requires them to “understand the roots of contemporary systems of oppression” and “eliminate” “injustices.”įifth graders, for example, will “examine contemporary policing” and its alleged “historical roots in early America.” (The claim is that our police departments sprang directly from slave patrols of the Old South.) Sixth-graders will study the “impact” of “Minnesota’s juvenile justice system” on youth “from historically disenfranchised groups.” High school standards suggest the notion of criminality itself is racist: “Explore how criminality is constructed and what makes a person a criminal.”īiased, misleading instruction of this kind will likely convince many young people that policing and the very idea of criminality are oppressive, racially “constructed,” and among the many things schools are instructing them to “resist.” The ethnic studies-driven campaign to discredit American institutions as illegitimate is most clearly evident in the standards that focus on criminal justice. ![]() Instead, they will “ describe places and regions, explaining how they are influenced by power structures.” When they study states and capitals, they must include “a recognition of indigenous land these places were built on.” Criminal Justice as Oppressive High school students will be required to “ analyze how caste systems based upon race, social class, and religion have been used to justify imperialism, colonization, warfare, and chattel slavery” and to “ examine the construction of racialized hierarchies based on colorism and dominant European beauty standards and values.”Įven subjects like geography are shot through with extremist ethnic studies ideology.įor example, fourth graders will no longer be required to learn the names and locations of continents, the Atlantic Ocean, the Amazon, England, or China. Kindergartners, for example, must “retell a story about an unfair experience that conveys a power imbalance.” First-graders must “identify examples of ethnicity, equality, liberation and systems of power and use those examples to construct meanings for those terms.” These new standards and their related benchmarks prime youngsters to view American institutions with suspicion and hostility from the earliest grades. It requires students to “organize with others to resist systemic and coordinated exercises of power” against “marginalized,” oppressed groups. One ethnic studies “anchor standard,” titled “ Resistance,” is typical. The standards add ethnic studies to the core social studies disciplines of history, civics, economics, and geography, and incorporate its concepts throughout. Minnesota’s new K-12 social studies standards - now in the final stages of rulemaking approval - exemplify this ideology.
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