“Recall the history surrounding the cessation of the horrors of slavery, segregation, and racism in the United States. Who stopped it? White Americans, the same people who this curriculum colors as evil. The Civil War was primarily fought by white Americans, and they fought side-by-side with black Americans. White Americans observed the evils of slavery and couldn’t bear the inequity of segregation. White people, the largest demographic at the time, chose to live in equality with countrymen of all colors. But their sacrifice for freedom is effaced by the “Racism as a Primary ‘Institution’ of the U.S.” lesson plans.”
(Marina Medvin – Townhall) Last week we discussed the dangers of the new elementary school “Racial Literacy Curriculum” that is being instituted in Grades K-8 in various schools spanning eight states. This week, we will examine the activism requirements of this curriculum.
Beginning in Grade 3, the Pollyanna “Racial Literacy Curriculum” asks students to become activists in order to achieve leftist goals. The 3rd Grade chapter is entitled “Stories of Activism – How One Voice Can Change a Community.” The expected result is for students to understand “how we can be agents of communal, social, political, and environmental change.”
Does an 8-year-old need to decide on activism at such a young age? What if a student doesn’t agree with being an “agent” of “communal, social, political, and environmental change”? Does the student fail? Does a conservative or capitalist or individualist student learn that his/her ideas are inherently wrong because the curriculum says so? What kind of negligent school puts such pressure on young children?