Wake up! Are You “Woke” or “Awake”? (RealClearInvestigations)

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https://www.realclearinvestigations.com/articles/2019/09/17/woke_history_is_making_big_inroads_in_americas_high_schools_120363.html

The following is the DS slowly and steadily at work.

Interwoven throughout California’s (and other) state curricula now is a lower K-12 tier being constructed under the university program that has been dispensed to those who have already been taught their 3Rs and other subjects, a ‘woke’ history and whiteness, which links the following topics together: colonialism; state violence; racism (Note that LBJ signed the 1964 Civil Rights Act 55 years ago to deal with this, and lots of money is still spent on ensuring that all Americans are treated fairly); intergenerational trauma; and heteropatriarchy”.

Who do CA and other states blame for this mess? Christopher Columbus, the King and Queen of Spain, and the entire European system of colonialism - the very same people or groups that helped seed the US!

This emphasis away from the 3Rs, Science, and technology is putting ethnic studies in their place. Why? Because of changing demographics, especially of those who slip into the US and end up getting jobs, and buying packages of ‘documents’, which allow these people to live here ‘legally’, and yet claim the full array of freebies – all funded by the US taxpayer. This is what needs to be changed – not the school curricula. This entire process is like a magician waving his wand, exchanging an agenda to benefit some, while not benefitting the rest of the people.

The president of the CA Policy Center likens this “woke” agenda to the “re-education camps of Viet Nam or China”, a totally leftist agenda. “It’s indoctrination rather than education.”

One professor mentioned in the article thinks of “ethnic studies as radical social action” (again, like the Civil Rights Act, harkening back to the 60s). “It’s education and knowledge that’s produced to influence social change, making it different “from other types of disciplines”…that “simply produce change.”

This embedded curricula by stealth does not unite people under the common umbrella of being American; instead, it promotes the fracturing and splintering of groups of people, which should be united and are not.

California teachers met in June of this year to decry this ‘woke agenda’, saying that these classes “recruit students into political activism”. Parents want to remove their kids from these classes, but they can’t because each class now has this ‘woke agenda’ embedded in the entire K-12 school curricula. What did many of these parents end up doing? Home schooling or sending their children to religious schools.

Critics have said that this ‘woke agenda’ “is extremely anti-American”; in short, it’s “against the American government”. Another term is that it is the DS. (Follow the money back to whomever seeded it [Soros?].)

TX and other states are now trying to push the ‘woke agenda’ onto their K-12 school districts. If students don’t learn the basics, along with science and technology, they can’t compete for jobs locally, state-wide, nationally, or internationally.

As a result, there will be a need for an increase in H-1B work visas to bring in more foreign workers to come here to work, while US university grads, especially if they are white males, will be passed over due to racism and Identity Politics.

Note: “Woke” is a political agenda/ political construct, displacing the 3 Rs. This has nothing to do with Q and QAnon’s mil psy op, which requires us to be “awake” (to what the DS is and has been doing to our country), so that all Americans unite and band together to MAGA, WWG1WGA, and be ready to red pill when the time comes.

In short, Americans need to be “awake” not “woke” (but be aware of what both terms mean) for our country to survive and get rid of the DS once and for all. All of our livelihoods and the future of our country depend on this.

Read the article for all of the main points and details.

By John Murawski, RealClearInvestigations September 17, 2019

Like growing numbers of public high school students across the country, many California kids are receiving classroom instruction in how race, class, gender, sexuality and citizenship status are tools of oppression, power and privilege. They are taught about colonialism, state violence, racism, intergenerational trauma, heteropatriarchy and the common thread that links them: “whiteness.” Students are then graded on how well they apply these concepts in writing assignments, performances and community organizing projects.

At Santa Monica High School, for example, students organize and carry out “a systematized campaign” for social justice that can take the form of a protest, a leaflet, a workshop, play or research project. They demonstrate their mastery of the subject matter by teaching about social justice to middle school students.

"Breakup letters" with oppression: Classwork at Environmental Charter High School in Lawndale, Calif. YouTube/echslawndale.org/videos/ Students at Environmental Charter High School in Lawndale are assigned to write a “breakup letter with a form of oppression,” such as toxic masculinity, heteronormativity, Eurocentric curriculum or the Dakota Access Pipeline. Students are asked to “persuade their audience of the dehumanizing and damaging effects of their chosen topic.”

Students at schools in Anaheim, San Jose, Oakland, and San Francisco are taught how to write a manifesto to school administrators listing “demands” for reforms. Some conduct a grand jury investigation to determine who was responsible for the genocide of the state’s Native Americans. And one class holds a mock trial to determine which party is most responsible for the deaths of millions of native Tainos: Christopher Columbus, the soldiers, the king and queen of Spain, or the entire European system of colonialism.

These are just a few examples of the ethnic studies courses taught at 253 California schools, nearly 20% of the state’s high schools, according to 2017-18 data. California is now looking at expanding this approach in a proposed statewide curriculum. The expansion could affect up to 1.7 million high school students if a second bill, making ethnic studies a high school graduation requirement, is approved.

Arizona, 2011: Part of watershed protests against the 2010 ban of an ethnic studies class. AP Photo/Matt York, File The ethnic studies movement has been underway for years and is now poised to enter the mainstream, raising tough questions for educators and policymakers about how to present such material to teenagers. Teachers around the country are already offering ethnic studies classes, units or lessons on their own initiative, citing a growing urgency to confront racism, sexism, homophobia and other entrenched social inequalities.

Two years ago, the Indiana legislature mandated that high schools offer an ethnic studies elective. As approved by the state’s education department, the class teaches about the contributions of ethnic and racial groups, various cultural practices, as well as such concepts as privilege, systematic oppression and implicit bias. And now three states – California, Oregon and Vermont – are trying to create authoritative statewide templates that, advocates hope, will make it easier for schools to adopt ethnic studies.

Advocates believe they are within striking distance of making ethnic studies a graduation requirement in high schools across the country, making it a prerequisite for preparing students to navigate the world, much as learning about the Western tradition had once been. They say the shift to ethnic studies appears inevitable because of the nation’s changing demographics, the growing awareness of white supremacy and other forms of systemic discrimination, and a newfound political clout for the ethnic studies movement.

“We don’t want students to have the option not to take ethnic studies,” said Melina Abdullah, a professor Pan-African Studies at California State University, Los Angeles, and a board member of the national Association for Ethnic Studies. “It is as important as taking a lab science.”

But the spread of ethnic studies from college campuses to K-12 education is raising alarm among those who find the field one-sided, ideological and frightening. They note, for example, that college students generally take such courses voluntarily, whereas as high-schoolers and middle-schoolers may not have a choice.

"It comes dangerously close to turning the American exceptionalism on its head: Yes, we're exceptional – exceptionally evil,” said Will Swaim, president of the California Policy Center, a free market think tank. "It is remindful of re-education camps in Vietnam or China. It is indoctrination rather than education.”

Professor Julia Jordan-Zachery: Ethnic studies as "radical social action." UNC Charlotte Advocates say that the field of ethnic studies has a special mission, distinct from other academic subjects.

“I oftentimes think of ethnic studies as radical social action,” said Julia Jordan-Zachery, a professor and chair of the Department of Africana Studies at the University of North Carolina, Charlotte, and president of the Association for Ethnic Studies.

“It is education and knowledge that’s produced to influence social change,” she said, “which makes it different in part from other types of disciplines whose primary concerns are quote-unquote to simply produce knowledge.”

Ethnic studies programs are already established at many of the nation’s universities and focus on the experiences of people of color: Blacks, Latinos (Hispanics, Chicanos), Native Americans, Asians and Arabs/Muslims.

Expanding to the K-12 level is a bold step that has met with some resistance.

The statewide California ethnic studies curriculum was proposed in June by an advisory committee, composed of ethnic studies teachers and professors, and met with public outcry that such classes are designed to recruit students into political activism, indoctrinate them with ideological jargon, and promote the pro-Palestinian Boycott, Divestment, Sanctions (BDS) campaign against Israel.

Jewish, Armenian, Assyrian, Hellenic and other ethnic groups left out of the proposal are demanding their narratives be included as part of the curriculum. And critics also wonder why many ethnic groups are left out, but the LGBTQ community is included even though it is technically not an ethnicity.

California education officials will work on revisions that could take at least until next year to complete. The state’s Instructional Quality Commission, which advises the State Board of Education, is set to meet Sept. 20 to begin discussing changes.

As Arizona schools superintendent, Tom Horne opposed a class and helped galvanize a backlash. (Shown in 2014 in a later role as Attorney General.) AP Photo/Rick Scuteri Arizona and Texas have fought political battles over the issue, and the Arizona clash is credited with galvanizing the movement. Indeed, one of the assigned readings in an ethnic studies class offered at the Camino Nuevo High School in Los Angeles is an op-ed titled “Arizona’s Curriculum Battles: A 500-Year Civilizational War.” The casus belli was a 2010 legislative ban of a voluntary Mexican American studies class that was being taught in eight high schools and middle schools in the Tucson Unified School District.

Conservative critics said the course content constituted a form of hate speech and fomented racial resentment. The ban was challenged in court. At the trial, then-Superintendent of Public Instruction Tom Horne denounced the class as “extremely anti-American” and “destructive ethnic chauvinism,” alleging it promoted “essentially revolution against the American government, that the borders were artificial, [and] that the bronze continent was for the bronze people.” A federal judge overturned the ban in 2017, ruling that it was discriminatory and fueled by race-based fears.

Likewise, the Texas State Board of Education rejected a Mexican-American studies course in 2014 as a statewide elective, triggering a political standoff that was resolved last year with an approval. Advocates in Texas say that even before the state approved the elective, about 40 ethnic studies courses and programs were offered in elementary, middle and high schools as well as after-school programs.

“Part of our rationale was that a statewide curriculum would make it easier for local districts and schools to adopt it,” said advocate Juan Tejeda, a retired professor of Mexican-American studies and music at Palo Alto College in San Antonio.

(Click the link to read the rest of the article because it is too long to include here.)

https://www.realclearinvestigations.com/articles/2019/09/17/woke_history_is_making_big_inroads_in_americas_high_schools_120363.html The following is the DS slowly and steadily at work. Interwoven throughout California’s (and other) state curricula now is a lower K-12 tier being constructed under the university program that has been dispensed to those who have already been taught their 3Rs and other subjects, a ‘woke’ history and whiteness, which links the following topics together: colonialism; state violence; racism (Note that LBJ signed the 1964 Civil Rights Act 55 years ago to deal with this, and lots of money is still spent on ensuring that all Americans are treated fairly); intergenerational trauma; and heteropatriarchy”. Who do CA and other states blame for this mess? Christopher Columbus, the King and Queen of Spain, and the entire European system of colonialism - the very same people or groups that helped seed the US! This emphasis away from the 3Rs, Science, and technology is putting ethnic studies in their place. Why? Because of changing demographics, especially of those who slip into the US and end up getting jobs, and buying packages of ‘documents’, which allow these people to live here ‘legally’, and yet claim the full array of freebies – all funded by the US taxpayer. This is what needs to be changed – not the school curricula. This entire process is like a magician waving his wand, exchanging an agenda to benefit some, while not benefitting the rest of the people. The president of the CA Policy Center likens this “woke” agenda to the “re-education camps of Viet Nam or China”, a totally leftist agenda. “It’s indoctrination rather than education.” One professor mentioned in the article thinks of “ethnic studies as radical social action” (again, like the Civil Rights Act, harkening back to the 60s). “It’s education and knowledge that’s produced to influence social change, making it different “from other types of disciplines”…that “simply produce change.” This embedded curricula by stealth does not unite people under the common umbrella of being American; instead, it promotes the fracturing and splintering of groups of people, which should be united and are not. California teachers met in June of this year to decry this ‘woke agenda’, saying that these classes “recruit students into political activism”. Parents want to remove their kids from these classes, but they can’t because each class now has this ‘woke agenda’ embedded in the entire K-12 school curricula. What did many of these parents end up doing? Home schooling or sending their children to religious schools. Critics have said that this ‘woke agenda’ “is extremely anti-American”; in short, it’s “against the American government”. Another term is that it is the DS. (Follow the money back to whomever seeded it [Soros?].) TX and other states are now trying to push the ‘woke agenda’ onto their K-12 school districts. If students don’t learn the basics, along with science and technology, they can’t compete for jobs locally, state-wide, nationally, or internationally. As a result, there will be a need for an increase in H-1B work visas to bring in more foreign workers to come here to work, while US university grads, especially if they are white males, will be passed over due to racism and Identity Politics. Note: “Woke” is a political agenda/ political construct, displacing the 3 Rs. This has nothing to do with Q and QAnon’s mil psy op, which requires us to be “awake” (to what the DS is and has been doing to our country), so that all Americans unite and band together to MAGA, WWG1WGA, and be ready to red pill when the time comes. In short, Americans need to be “awake” not “woke” (but be aware of what both terms mean) for our country to survive and get rid of the DS once and for all. All of our livelihoods and the future of our country depend on this. Read the article for all of the main points and details. By John Murawski, RealClearInvestigations September 17, 2019 Like growing numbers of public high school students across the country, many California kids are receiving classroom instruction in how race, class, gender, sexuality and citizenship status are tools of oppression, power and privilege. They are taught about colonialism, state violence, racism, intergenerational trauma, heteropatriarchy and the common thread that links them: “whiteness.” Students are then graded on how well they apply these concepts in writing assignments, performances and community organizing projects. At Santa Monica High School, for example, students organize and carry out “a systematized campaign” for social justice that can take the form of a protest, a leaflet, a workshop, play or research project. They demonstrate their mastery of the subject matter by teaching about social justice to middle school students. "Breakup letters" with oppression: Classwork at Environmental Charter High School in Lawndale, Calif. YouTube/echslawndale.org/videos/ Students at Environmental Charter High School in Lawndale are assigned to write a “breakup letter with a form of oppression,” such as toxic masculinity, heteronormativity, Eurocentric curriculum or the Dakota Access Pipeline. Students are asked to “persuade their audience of the dehumanizing and damaging effects of their chosen topic.” Students at schools in Anaheim, San Jose, Oakland, and San Francisco are taught how to write a manifesto to school administrators listing “demands” for reforms. Some conduct a grand jury investigation to determine who was responsible for the genocide of the state’s Native Americans. And one class holds a mock trial to determine which party is most responsible for the deaths of millions of native Tainos: Christopher Columbus, the soldiers, the king and queen of Spain, or the entire European system of colonialism. These are just a few examples of the ethnic studies courses taught at 253 California schools, nearly 20% of the state’s high schools, according to 2017-18 data. California is now looking at expanding this approach in a proposed statewide curriculum. The expansion could affect up to 1.7 million high school students if a second bill, making ethnic studies a high school graduation requirement, is approved. Arizona, 2011: Part of watershed protests against the 2010 ban of an ethnic studies class. AP Photo/Matt York, File The ethnic studies movement has been underway for years and is now poised to enter the mainstream, raising tough questions for educators and policymakers about how to present such material to teenagers. Teachers around the country are already offering ethnic studies classes, units or lessons on their own initiative, citing a growing urgency to confront racism, sexism, homophobia and other entrenched social inequalities. Two years ago, the Indiana legislature mandated that high schools offer an ethnic studies elective. As approved by the state’s education department, the class teaches about the contributions of ethnic and racial groups, various cultural practices, as well as such concepts as privilege, systematic oppression and implicit bias. And now three states – California, Oregon and Vermont – are trying to create authoritative statewide templates that, advocates hope, will make it easier for schools to adopt ethnic studies. Advocates believe they are within striking distance of making ethnic studies a graduation requirement in high schools across the country, making it a prerequisite for preparing students to navigate the world, much as learning about the Western tradition had once been. They say the shift to ethnic studies appears inevitable because of the nation’s changing demographics, the growing awareness of white supremacy and other forms of systemic discrimination, and a newfound political clout for the ethnic studies movement. “We don’t want students to have the option not to take ethnic studies,” said Melina Abdullah, a professor Pan-African Studies at California State University, Los Angeles, and a board member of the national Association for Ethnic Studies. “It is as important as taking a lab science.” But the spread of ethnic studies from college campuses to K-12 education is raising alarm among those who find the field one-sided, ideological and frightening. They note, for example, that college students generally take such courses voluntarily, whereas as high-schoolers and middle-schoolers may not have a choice. "It comes dangerously close to turning the American exceptionalism on its head: Yes, we're exceptional – exceptionally evil,” said Will Swaim, president of the California Policy Center, a free market think tank. "It is remindful of re-education camps in Vietnam or China. It is indoctrination rather than education.” Professor Julia Jordan-Zachery: Ethnic studies as "radical social action." UNC Charlotte Advocates say that the field of ethnic studies has a special mission, distinct from other academic subjects. “I oftentimes think of ethnic studies as radical social action,” said Julia Jordan-Zachery, a professor and chair of the Department of Africana Studies at the University of North Carolina, Charlotte, and president of the Association for Ethnic Studies. “It is education and knowledge that’s produced to influence social change,” she said, “which makes it different in part from other types of disciplines whose primary concerns are quote-unquote to simply produce knowledge.” Ethnic studies programs are already established at many of the nation’s universities and focus on the experiences of people of color: Blacks, Latinos (Hispanics, Chicanos), Native Americans, Asians and Arabs/Muslims. Expanding to the K-12 level is a bold step that has met with some resistance. The statewide California ethnic studies curriculum was proposed in June by an advisory committee, composed of ethnic studies teachers and professors, and met with public outcry that such classes are designed to recruit students into political activism, indoctrinate them with ideological jargon, and promote the pro-Palestinian Boycott, Divestment, Sanctions (BDS) campaign against Israel. Jewish, Armenian, Assyrian, Hellenic and other ethnic groups left out of the proposal are demanding their narratives be included as part of the curriculum. And critics also wonder why many ethnic groups are left out, but the LGBTQ community is included even though it is technically not an ethnicity. California education officials will work on revisions that could take at least until next year to complete. The state’s Instructional Quality Commission, which advises the State Board of Education, is set to meet Sept. 20 to begin discussing changes. As Arizona schools superintendent, Tom Horne opposed a class and helped galvanize a backlash. (Shown in 2014 in a later role as Attorney General.) AP Photo/Rick Scuteri Arizona and Texas have fought political battles over the issue, and the Arizona clash is credited with galvanizing the movement. Indeed, one of the assigned readings in an ethnic studies class offered at the Camino Nuevo High School in Los Angeles is an op-ed titled “Arizona’s Curriculum Battles: A 500-Year Civilizational War.” The casus belli was a 2010 legislative ban of a voluntary Mexican American studies class that was being taught in eight high schools and middle schools in the Tucson Unified School District. Conservative critics said the course content constituted a form of hate speech and fomented racial resentment. The ban was challenged in court. At the trial, then-Superintendent of Public Instruction Tom Horne denounced the class as “extremely anti-American” and “destructive ethnic chauvinism,” alleging it promoted “essentially revolution against the American government, that the borders were artificial, [and] that the bronze continent was for the bronze people.” A federal judge overturned the ban in 2017, ruling that it was discriminatory and fueled by race-based fears. Likewise, the Texas State Board of Education rejected a Mexican-American studies course in 2014 as a statewide elective, triggering a political standoff that was resolved last year with an approval. Advocates in Texas say that even before the state approved the elective, about 40 ethnic studies courses and programs were offered in elementary, middle and high schools as well as after-school programs. “Part of our rationale was that a statewide curriculum would make it easier for local districts and schools to adopt it,” said advocate Juan Tejeda, a retired professor of Mexican-American studies and music at Palo Alto College in San Antonio. (Click the link to read the rest of the article because it is too long to include here.)

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