by Mish Shedlock, Mish Talk:
What starts in California and Minnesota is guaranteed to not stay in California and Minnesota if you vote for Harris.
“Liberated” Studies Hit Minnesota
Beginning in kindergarten, the state’s schoolchildren will be indoctrinated in radical racial ideology.
The Wall Street Journal reports Tim Walz Brings ‘Liberated’ Ethnic Studies to Minnesota
TRUTH LIVES on at https://sgtreport.tv/
Tim Walz was a schoolteacher before entering politics, so what is his approach to teaching? The Minnesota Department of Education will soon release the initial version of a document that lays out how new “liberated” ethnic-studies requirements will be implemented in the state’s roughly 500 public-school districts and charter schools.
Mr. Walz signed the law establishing this initiative in 2023. The department’s standards and benchmarks, approved in January, require first-graders to “identify examples of ethnicity, equality, liberation and systems of power” and “use those examples to construct meanings for those terms.”
Fourth-graders must “identify the processes and impacts of colonization and examine how discrimination and the oppression of various racial and ethnic groups have produced resistance movements.” High-school students are told to “develop an analysis of racial capitalism” and “anti-Blackness” and are taught to view themselves as members of “racialized hierarchies” based on “dominant European beauty standards.”
The Walz administration has relied on committed political activists to design and guide implementation of the state’s education agenda. One of them is Brian Lozenski, an associate professor of urban and multicultural education at Macalester College in St. Paul and a leader and a founding organizer of Education for Liberation Minnesota, or EdLib MN, a group that aims to “be a political force” in Minnesota and “contend with the status quo of colonial education that prioritizes Eurocentric curricula.
The St. Paul course makes “resistance” to America’s fundamental institutions a central theme. It instructs 16-year-olds to “build” a race- and ethnicity-based “narrative of transformative resistance” and to “challenge and expose” “systems of inequality.” It tells them to “resist all systems of oppressive power rooted in racism through collective action and change.” Accompanying artwork, labeled “seeds of resistance,” features protest signs that read “No Bans/No Walls” and “Abolish Prison.”
Minnesota’s experience with this radical restructuring of its public education system may give Americans a picture of what the nation as a whole could soon face.
A Beauty from EdLib MN
Things Kindergarteners Need to Study
- Use economic models and reasoning and data analysis to construct an argument and propose a solution related to an economic question. Evaluate the impact of the proposed solution on various communities that would be affected.
- Apply economic concepts and models to develop individual and collective financial goals and strategies for achieving these goals, taking into consideration historical and contemporary conditions that either inhibit or advance the creation of individual and generational wealth.
- Ask historical questions about context, change and continuity in order to identify and analyze dominant and nondominant narratives about the past.
- Analyze the ways power and language construct the social identities of race, religion, geography, ethnicity, and gender. Apply these understandings to one’s own social identities and other groups living in Minnesota, centering those whose stories and histories have been marginalized, erased, or ignored.
- Describe how individuals and communities have fought for freedom and liberation against systemic and coordinated exercises of power locally and globally. Identify strategies or times that have resulted in lasting change. Organize with others to engage in activities that could further the rights and dignity of all.
- Use ethnic and Indigenous studies methods and sources in order to understand the roots of contemporary systems of oppression and apply lessons from the past that could eliminate historical and contemporary injustices.
Things First Graders Need to Study
- Investigate a variety of historical sources by: a) analyzing primary and secondary sources; b) identifying perspectives and narratives that are absent from the available sources; and c) interpreting the historical context, intended audience, purpose, and author’s point of view of these sources.
- Integrate evidence from multiple historical sources and interpretations into a reasoned argument or compelling narrative about the past.
- Analyze the ways power and language construct the social identities of race, religion, geography, ethnicity, and gender. Apply these understandings to one’s own social identities and other groups living in Minnesota, centering those whose stories and histories have been marginalized, erased, or ignored.
Things Fourth Graders Need to Study
- Explain and evaluate processes, rules and laws of United States governmental institutions at local, state and federal levels and within Tribal Nations.
- Use economic models and reasoning and data analysis to construct an argument and propose a solution related to an economic question. Evaluate the impact of the proposed solution on various communities that would be affected.
- Analyze how scarcity and artificial shortages force individuals, organizations, communities, and governments to make choices and incur opportunity costs. Analyze how the decisions of individuals, organizations, communities, and governments affect economic equity and efficiency. [Mish comment: There’s your pro-socialism and price-gouging indoctrination]
- Evaluate how government actions affect a nation’s economy and individuals’ well-being within an economy. [More socialism if not outright communism]
- Describe places and regions, explaining how they are influenced by power structures. [Excluding of course the indoctrination taught]
- Analyze the ways power and language construct the social identities of race, religion, geography, ethnicity, and gender. Apply these understandings to one’s own social identities and other groups living in Minnesota, centering those whose stories and histories have been marginalized, erased, or ignored.[Massive DEI campaign]
The above snips are from a 109 page “American Experiment” Standards and Benchmarks document for Minnesota.
