It was summer vacation, but luckily, I checked my work email. The message was from the curriculum specialist for our district. She excitedly let me know how I could access our brand new curriculum and begin preparing for the coming year. “A brand new error and understanding of Social Studies.” The strange thing was that, as the most educated and second-longest teacher in our Social studies Department, I had no idea we were changing curriculums. Typically there are committees consisting of Social Studies teaching staff set up to make such decisions.
After a few calls, I discovered that there had indeed been a committee. It consisted of two administrators, a progressive English teacher, a self-professed socialist, and a couple of coaches who taught Social Studies but did not care. But, I was never asked to participate; a concerted effort appeared to ensure I never found out that the committee existed.
Well, I took a look at what had been approved and purchased.
I have taught American History, Civics, and government for over a quarter of a century. In that time, not once have I been accused of pushing my views or opinions upon my students. Just the opposite. Students have often thanked me for, unlike others, not doing so. That is why I was shocked. It took me mere seconds to know that this curriculum, which I would be required to teach, not only came from an ideological viewpoint; it sought to indoctrinate students into that viewpoint.
The curriculum never stated that it was designed around Critical Race Theory, Gender Identity Theory, anti-racism, and socialistic economics. Of course, they never would, but these concepts were sown into every aspect of every lesson from the get-go. Objective truth had been sacrificed to push agendas. In truth’s place, an alternative history had been created.
The curriculum was in conflict with America’s history. It presented things as happening that did not occur. It ascribed motives to our founders and most of our outstanding leaders. It misrepresented and mischaracterized motives and actions. The ideas of objectivity and contextualization were missing. Individuals and events had been cherry-picked to represent a nation with a dark history and a system of government based on privilege, racism, and evil. Students would be left with no other conclusion than the “system” that is America needs to be dismantled or overthrown for a better system of government.
All we have been and our founding documents stood for needed to go. Liberty, individualism, faith, capitalism, hard work, inventiveness, and adventure. It all had to go. But if it did go, what would take its place? Well, that was provided to our children’s pliable minds as well. Totalitarian socialism was masked through innocuous fadish terms and phrases such as “equity,” “anti-racism,” “black lives matter,” and “social justice”.
When presenting the second amendment, students were provided with two viewpoints. Those in support of gun control were well-meaning individuals wanting to save lives. Mainly save student lives. Those who supported gun rights were members of a far-right militia group in MIcahgin that lived in the woods. So, students could choose. Do you support the nice people or the crazy people?
A unit introducing students to “Icons of Human Rights.” Nowhere in the unit were figures such as Martin Luther King, Jr., Mother Teressa, Gandhi, and Abraham Lincoln. In their place was: a transgender teen who had been given hormone blockers as a child and reassignment surgery as a teen: An Islamic adherent fighting against prejudice towards those who objected to mandatory hajibs—a gun-control activist. Socialist and CRT proponent Ibram X. Kindi. Heroes all.
I sent an email to the district curriculum specialist, and she referred me to my assistant principal. She blew me off. I then asked for a meeting with my principal. It was only a week before school was scheduled to start when we finally met. It didn’t go well.
As I shared my concerns, one after another was dismissed and turned around on me.
I was from the south. Translation I was not terribly bright and likely a racist.
I was white. Translation I WAS a racist.
I was a male. Translation, I was a misogynist.
I was a veteran. Translation, I valued violence, war, and colonialism.
I was “older.” Translation, my idealism of America was out of style.
I was “transphobic.” Translation, I couldn’t be trusted with students questioning their sexuality or gender.
IN the end, it was clear. I represented a history and system that needed to be rewritten and dismantled and as a teacher in that school, that was what I would be expected to do.
I objected to hanging a large poster of the trans teenager in my classroom. The word HERO was prominently displayed at the top. I saw this as irresponsible. Middle School students are impressionable and at a very confusing place in their human development. Their prefrontal cortex has not yet fully developed. Praising and idolizing gender dysphoria would likely confuse students. I was told the individual was a hero whose character and example our students should emulate.
As it became clear that the curriculum would be fully embraced, I asked for a compromise. Could I teach what I always had and only refer to the text on those items I believed were beneficial to my lessons? I was told I would teach what I was told, and I would teach it how I was told. She said that history was “interpretation,” and I would teach the district’s interpretation, not my own.
I walked out of the school I loved knowing, that other than returning to clean out my classroom, I would never return. The students and community I loved would be a thing of the past. But I walked out with my character.
As I climbed onto my truck and put the key into its ignition I had a thought. What I would have been disciplined for teaching in 1993 was now what I was being required to teach. However, what I was expected to teach when I first walked into a classroom, I was no longer allowed to teach.
The choice was clear. Lie to my students or leave. Lie to them about the history of their nation. Lie to them about its founders. Lie to them about its ideals. Lie to them about its founding documents. Trade reality for unreality. Truth for falsehood. Lie to them about their own identities. Lie to them about gender, biology, and science. Lie to them about it all, or walk away. It was a necessary ending.
I have one request from me and thousands of other educators around the nation. Do something. Do it for your children and the children of your neighbors and family members. Do it for our nation. Do it for your community. Do it for liberty. Do it for what is true and good. I don’t care why you do it; just do.
Thanks for sharing Darian. Tough times we are in with our education system. We need more to keep us informed. Our History is not perfect but its far from the picture they want to paint. Continue to teach history for what it is. I will do my part and pass this on
Thank you for standing againt this take over. And so glad to see you are writing again.