DeSantis Attempts To Indoctrinate Students Thru Revamped State Civics Program
- Thread starter RayGravesGhost
- Start date
Yeah it is shame we have a gyvner that wants our kids to learn the truth about our constitution and how our guvment is supposed to work
So it is now pandering to want to teach our kids how according to the Constitution our guvment was designed to work
So CRT isn't criticized from a conservative's point of view?
Yeah...."Libs" have been in control
it doenst matter what brand of pandering it is libs like to be pandered to also. its the electorate thats the problem...
Politics is just a bunch of fake nonsense. Florida has had republican governors for the last 20 years. The Florida department of education and all rules associated with teaching and standards have been put in place by republicans. The current governor is pretending to overturn lib ideas, rather than correcting his republican predecessors
You should go slap every teacher you ever had...if you ever went to school, son. you were cheated
This is the single most dumb comment I've heard over & over. I literally know hundreds of teachers & not one discussed their political points of view in class. In fact, about 50% of them are conservative.
Young people in general tend to lean liberal (b/c they think they can solve every problem for everyone) as young people get older they trend to become more moderate & conservative.
But a majority of secondary teachers pride themselves on being "facilitators" of learning. Teaching young people HOW to think & not WHAT to think. Teaching kids how to think critically & presenting them different points of view of an issue allows them to learn & gain interest in making informed decisions on their own.
But politicians have used teachers & the education system to stoke fear in their base to rile them up & get them to turn out to vote. But this is simply untrue
I think this is true most of the time...hell, probably almost always. However, we have in fact seen evidence, sometimes on video, sometimes in black and white text on pages, of teachers attempting to indoctrinate kids. I don't have an issue with making that illegal.
FTR, I don't want teachers indoctrinating kids to believe as I believe either. Teach them how to think, as you said.
Most teachers are amazing people and I don't know how you guys do it. I could not.
I’m outraged you haven’t condemned pedophilia and stopped supporting Pedo Pete
White Privilege Card
The White Privilege Card trumps everything. This card grants its bearer happiness and success because it's the color of your skin and not the choices you make that determine your abilities to be successful.
officialjoelpatrick.com
I cut and pasted this for the lil dickey...he needs to read this. He obviously is lacking in life...and wants someone to blame for his shortcomings(hence LIL DICKEY)
i.e. by describing the success of some as the result of unfair privilege and unfair advantage and NOT as the product of choice, gifting, labor, or investment everything a person or group has accomplished is deemed undeserved. They are not examples to follow, but cheats to be disdained. It is meant to dismiss the productivity of some cultural values over others. So also, by describing the failures of some as the result of disadvantage or a lack of privilege they are relieved of any sense of personal responsibility for their situation. They are not negative examples of the patterns of failure, but hapless victims who should be artificially propped up and protected from the natural consequences of their own cultural and personal choices.
Just so, “White Privilege” is a phrase designed to do three things.
First, tossing out the phrase “White Privilege” is meant to exclude Caucasians (and I’m guessing Asians, since they are even more successful than Caucasians in America) from ever speaking a word on race issues that isn’t fed to them by the left or by the non-white communities.
Second, tossing out the phrase “White Privilege” is meant to suggest that whatever a Caucasian (or Asian) accomplishes in life, he or she doesn’t deserve it… or as our beloved president has stated it… “You didn’t build that.” This soul should be ashamed of his or her accomplishments because they were not the product of work ethic, hard or smart labor and dedication, they were the product of oppressive systems that unfairly advantaged them over others. It is designed to instill the majority with profound feelings of guilt and shame. There is actually a TV show called “White People” designed to reduce Caucasians to shame laden tears for how unfair it is for them to be them.[5]
Third, tossing out “White Privilege” is meant to excuse whatever failings exist in a non-Caucasian person, group, culture, or nation. Non-whites shouldn’t be held responsible for their inability to function in law abiding or mainstream society. They shouldn’t be expected or required to perform educationally or vocationally on par with others… they should be given special lower criteria to meet in all areas of life. After all, “Whites just don’t know what it’s like to…” blah blah blah.
White Privilege is not just a racist term against whites, it is a racist term against blacks and Hispanics who are not even given the dignity of being responsible for their own shortcomings… “They can’t help it…” “We shouldn’t expect so much from them…” “They’re socially handicapped and need special rules to help them equal the accomplishments of Caucasians.” How absurd.
One Georgetown student, after being robbed at gun point by two minorities claimed ““Who am I to stand from my perch of privilege, surrounded by million-dollar homes and paying for a $60,000 education, to condemn these young men as ‘thugs?’ It’s precisely this kind of ‘otherization’ that fuels the problem,” Friedfeld wrote.”[6]
This is such deep racism it makes me sick. He basically said that these two criminals couldn’t be expected to be anything else because they didn’t have his “privilege.” Only animals are treated as being hapless products of their natures, entities that can’t be expected to exemplify basic social patterns of civility. One does not hate an animal who does what his nature dictates no matter how much one may fear its power and unpredictability. Giving a pass to minorities for being victims is tantamount to declaring them hapless animals.
Cultures have consequences and choices have consequences. We do no one a service by lowering the standards by which they are judged. When we give certain people a pass on their behavior or standards for reward, we enable those elements of their life and culture that keep them from true achievement. We rob them of a sense of personal responsibility, and of a chance to find true success and prosperity in the world. We convince them that they are owed something in life because of some supposed disadvantage for which others are responsible, and by doing so short circuit the natural processes by which they might overcome the worst elements of human nature. We are more interested in our own self-congratulations for our “sensitivity” than in doing what it takes to help minority communities and individuals to succeed at life.
To those who will respond, “Yeah, you can say that because you’re white and you don’t know what it’s like to…” blah, blah, blah… let me say…Nobody knows what its like to be anyone else but themselves. Everybody faces challenges in life that need to be overcome in order to make their way in the world.
Nature/God has ordained different starting points for all of us—different parents, different abilities, different cultures, different personalities, different social stratum. Everything thereafter is determined by our choices. The stupid and ignorant will rarely outperform the intelligent and educated; the lazy will rarely out perform the industrious; those whose parents love, educate, and discipline them will tend to do better than those who are abused, who disdain learning, and are never forced to comply with social norms; being spoiled is its own struggle; being dazzlingly good looking has its own complications (not that I would know anything about that personally).
Let’s say it plainly… THERE IS NO SUCH THING AS A LEVEL PLAYING FIELD… never has been, never will be, and the pipe dream that one is possible if only… blah, blah blah, is short-circuiting the processes by which those who have embraced victim-hood might achieve better things for themselves in this world. There is no such thing as a level playing field… THAT’S LIFE; QUIT WHINING; MAKE BETTER CHOICES FROM WHERE YOU STAND.
Is there bias, prejudice, racism, discrimination in the world? Absolutely… of every sort among every group… but those are part of the circumstances amid which a person has to make wise choices. It is the highest form of hubris to imagine that we can or should “level the playing field.” Leveling the playing field means reducing everyone to the lowest common denominator, crippling the strong, diminishing the gifted in order to achieve some new morality of equality of result, rewarding indolence, ignorance and dysfunction while punishing achievement and stability.
In this brave new world of forced equality, everyone suffers greater deprivation because such systems are built on planned inefficiency. Everyone is reduced, but we make ourselves feel better about it because at least it’s equally shared misery and dilapidation.
The question we have to ask is whether we are interested in helping struggling people and communities to overcome what ails them, or whether we are merely interested in rousing rhetoric that has no value for anyone, especially minority communities. No one ever got ahead in life by embracing victimhood, shirking personal responsibility, and seeking a pass on moral, educational or vocational expectations.
You think I should check my privilege? Should unpack my privilege? I think you should put your energy to where it can do the most good… and that is NOT by tearing down the strong to make the weak feel better. That hurts everyone.
i.e. by describing the success of some as the result of unfair privilege and unfair advantage and NOT as the product of choice, gifting, labor, or investment everything a person or group has accomplished is deemed undeserved. They are not examples to follow, but cheats to be disdained. It is meant to dismiss the productivity of some cultural values over others. So also, by describing the failures of some as the result of disadvantage or a lack of privilege they are relieved of any sense of personal responsibility for their situation. They are not negative examples of the patterns of failure, but hapless victims who should be artificially propped up and protected from the natural consequences of their own cultural and personal choices.
Just so, “White Privilege” is a phrase designed to do three things.
First, tossing out the phrase “White Privilege” is meant to exclude Caucasians (and I’m guessing Asians, since they are even more successful than Caucasians in America) from ever speaking a word on race issues that isn’t fed to them by the left or by the non-white communities.
Second, tossing out the phrase “White Privilege” is meant to suggest that whatever a Caucasian (or Asian) accomplishes in life, he or she doesn’t deserve it… or as our beloved president has stated it… “You didn’t build that.” This soul should be ashamed of his or her accomplishments because they were not the product of work ethic, hard or smart labor and dedication, they were the product of oppressive systems that unfairly advantaged them over others. It is designed to instill the majority with profound feelings of guilt and shame. There is actually a TV show called “White People” designed to reduce Caucasians to shame laden tears for how unfair it is for them to be them.[5]
Third, tossing out “White Privilege” is meant to excuse whatever failings exist in a non-Caucasian person, group, culture, or nation. Non-whites shouldn’t be held responsible for their inability to function in law abiding or mainstream society. They shouldn’t be expected or required to perform educationally or vocationally on par with others… they should be given special lower criteria to meet in all areas of life. After all, “Whites just don’t know what it’s like to…” blah blah blah.
White Privilege is not just a racist term against whites, it is a racist term against blacks and Hispanics who are not even given the dignity of being responsible for their own shortcomings… “They can’t help it…” “We shouldn’t expect so much from them…” “They’re socially handicapped and need special rules to help them equal the accomplishments of Caucasians.” How absurd.
One Georgetown student, after being robbed at gun point by two minorities claimed ““Who am I to stand from my perch of privilege, surrounded by million-dollar homes and paying for a $60,000 education, to condemn these young men as ‘thugs?’ It’s precisely this kind of ‘otherization’ that fuels the problem,” Friedfeld wrote.”[6]
This is such deep racism it makes me sick. He basically said that these two criminals couldn’t be expected to be anything else because they didn’t have his “privilege.” Only animals are treated as being hapless products of their natures, entities that can’t be expected to exemplify basic social patterns of civility. One does not hate an animal who does what his nature dictates no matter how much one may fear its power and unpredictability. Giving a pass to minorities for being victims is tantamount to declaring them hapless animals.
Cultures have consequences and choices have consequences. We do no one a service by lowering the standards by which they are judged. When we give certain people a pass on their behavior or standards for reward, we enable those elements of their life and culture that keep them from true achievement. We rob them of a sense of personal responsibility, and of a chance to find true success and prosperity in the world. We convince them that they are owed something in life because of some supposed disadvantage for which others are responsible, and by doing so short circuit the natural processes by which they might overcome the worst elements of human nature. We are more interested in our own self-congratulations for our “sensitivity” than in doing what it takes to help minority communities and individuals to succeed at life.
To those who will respond, “Yeah, you can say that because you’re white and you don’t know what it’s like to…” blah, blah, blah… let me say…Nobody knows what its like to be anyone else but themselves. Everybody faces challenges in life that need to be overcome in order to make their way in the world.
Nature/God has ordained different starting points for all of us—different parents, different abilities, different cultures, different personalities, different social stratum. Everything thereafter is determined by our choices. The stupid and ignorant will rarely outperform the intelligent and educated; the lazy will rarely out perform the industrious; those whose parents love, educate, and discipline them will tend to do better than those who are abused, who disdain learning, and are never forced to comply with social norms; being spoiled is its own struggle; being dazzlingly good looking has its own complications (not that I would know anything about that personally).
Let’s say it plainly… THERE IS NO SUCH THING AS A LEVEL PLAYING FIELD… never has been, never will be, and the pipe dream that one is possible if only… blah, blah blah, is short-circuiting the processes by which those who have embraced victim-hood might achieve better things for themselves in this world. There is no such thing as a level playing field… THAT’S LIFE; QUIT WHINING; MAKE BETTER CHOICES FROM WHERE YOU STAND.
Is there bias, prejudice, racism, discrimination in the world? Absolutely… of every sort among every group… but those are part of the circumstances amid which a person has to make wise choices. It is the highest form of hubris to imagine that we can or should “level the playing field.” Leveling the playing field means reducing everyone to the lowest common denominator, crippling the strong, diminishing the gifted in order to achieve some new morality of equality of result, rewarding indolence, ignorance and dysfunction while punishing achievement and stability.
In this brave new world of forced equality, everyone suffers greater deprivation because such systems are built on planned inefficiency. Everyone is reduced, but we make ourselves feel better about it because at least it’s equally shared misery and dilapidation.
The question we have to ask is whether we are interested in helping struggling people and communities to overcome what ails them, or whether we are merely interested in rousing rhetoric that has no value for anyone, especially minority communities. No one ever got ahead in life by embracing victimhood, shirking personal responsibility, and seeking a pass on moral, educational or vocational expectations.
You think I should check my privilege? Should unpack my privilege? I think you should put your energy to where it can do the most good… and that is NOT by tearing down the strong to make the weak feel better. That hurts everyone.
https://www.yahoo.com/news/taught-4th-grade-class-white-123000018.html
I Taught My 4th Grade Class About White Privilege And Their Response Was Eye-Opening
Justin Mazzola
Sat, August 20, 2022 at 8:30 AM·7 min read
One of the author's students taking the Louisiana Literacy Test from the 1960s. (Photo: Courtesy of Justin Mazzola)
Take a look at a photo of the 46 U.S. presidents. What do you notice?
When I’d ask my students this at the beginning of each school year, someone always said they look old. Another would point out that most of them aren’t smiling, and I’ll never forget the boy who said matter-of-factly that a lot of them are not handsome.
Students would also realize they’re all men, and, except for President Barack Obama, they’re all white. I’d then ask the natural follow-up questions: Why do you think that is and how do you think it’s affected our country? After discussing with a partner, they’d suggest that only white men were allowed to vote (previously true), while another would theorize the elected leaders made laws that favored white men (mostly true, specifically the wealthy). Like our presidents, almost every student in my class was white.
To be clear, this is not critical race theory, despite what many conservatives will have you believe. They argue that teaching kids about race sows segregation and shame, even if the history lesson involves events long before they were born. Some critics go so far as to claim we live in a colorblind society where racism no longer exists, citing Oprah and Obama as proof everyone has a fair shot at success. Many of those critics also have children who are likely to adopt their views, unless professional educators teach them to think for themselves.
I was one of those kids, a Xennial growing up lower-middle class in a small New Hampshire city with my parents and younger brother. In 1990, the state was 98% white. In my high school graduating class of 264, only three students were nonwhite. Needless to say, I was not exposed to meaningful discussions about race. Instead, my family was indoctrinated by Rush Limbaugh, whose radio show provided a soundtrack for our home. My Republican father criticized affirmative action because it gave minority groups an unfair advantage in a country where, he claimed, everyone has an equal opportunity “as long as they work hard.” My mother, a French immigrant, adopted his views by osmosis. I did too, and held on to them throughout my 20s, until one professor changed everything.
While obtaining my master’s degree in education in 2009, I was required to take a course called “Language, Power and Democracy.” The monthlong class explored white privilege and America’s ongoing racial divide, and was taught mostly through documentaries and discussions. Redlining and Reconstruction were just some of the topics covered. My belief that class outweighed race in determining opportunities began to erode. After a month of evidence-based lectures and thoughtful conversations with my racially diverse classmates, I began to see America’s institutional racism.
Upon graduating, I taught at an independent school in San Francisco for nearly a decade. Autonomy over the curriculum allowed me to incorporate current events and marginalized voices into developmentally appropriate fourth grade content. Drawing inspiration from my graduate course, as well as authors Howard Zinn and James Loewen, I provided various perspectives while teaching social studies.
Each October, my students reviewed what they learned in third grade about Christopher Columbus. Then I would read “Encounter” to provide them with a different point of view. The children’s book is told through the eyes of a young Taino boy recounting the Italian explorer’s arrival, and the ensuing enslavement and brutality he unleashed on the native people. My students were simultaneously fascinated and shocked, leading most to write essays about why Columbus Day should no longer be celebrated.
During our World War II unit, students questioned a U.S. propaganda video, then analyzed photos of Japanese Americans being forcibly removed from the West Coast and images from the camps where they were incarcerated. They asked how Japanese Americans could be imprisoned based on their ethnicity, and why German Americans were spared the same treatment. This is not critical race theory, but students certainly raised critical questions about race in American history.
Artistic representations of various constitutional amendments created by students in the author's class. (Photo: Courtesy of Justin Mazzola)
Students learned about the Greensboro Four, Bloody Sunday and the Birmingham Children’s March during our study of the civil rights movement. They empathized with Ruby Bridges and drew inspiration from the Little Rock Nine. They compared old photos of segregated Black and white schools, wondering how anyone could claim they were “separate, but equal.” Students even tackled the Louisiana literacy test, which was given to would-be Black voters in the 1960s. Every student failed. The ensuing conversation led them to draw parallels between past and present, comparing literacy tests and poll taxes to current voter-ID laws and the disenfranchisement of people convicted of felonies in certain states.
The unit’s summative assessment was an essay in which students responded to this prompt: Did the civil rights movement lead to equality for African Americans? They then defended their position during a class debate, and were given the choice to switch sides if they were swayed by an opposing argument. Perhaps Congress would be more effective, and popular, if its members approached debates with the open mind of a 10-year-old.
As disinformation and “alternative facts” divide our country, teaching children how to think for themselves has never been more crucial — even if their conclusions run counter to their parents’ beliefs. Showing kids America’s complete history allows them to see how fear and greed can draw our leaders down dark paths, and how those choices impact people and the planet. If we ignore these missteps to instead focus solely on American exceptionalism, we face future generations of nationalistic leaders preying on voters’ ignorance and xenophobia.
Whitewashing American history lessons parallels Holocaust denialism, and poses a similar threat to the threads of our union. Pushing historical negationism to perpetuate the antiquated goal of a colorblind society only silences the continued macro- and microaggressions and injustices that people of color have endured since our nation’s founding. Kids can handle the truths of history — even if their parents can’t — and benefit from the lesson that criticizing their country doesn’t mean they don’t still love it.
Occasionally, I hear from parents who thank me for teaching their kids America’s history through various lenses. In a recent email, a father wrote that I taught his daughter “history is not black and white, but a wide range of grays, [which] sets a valuable perspective for life and learning.”
This mindset enabled their family to have a nuanced discussion about Afghanistan last year. “It allowed us … to feel OK that we don’t have clear winners and losers, or right and wrong,” he wrote.
Another former student recently said her biggest takeaway was realizing how mistakes by past American leaders helped shape current systemic inequities. Learning about the concept of privilege isn’t about blaming students for actions in the past, she said, but more about understanding how hundreds of years of history have contributed to modern society.
Our nation’s best chance at progress is for professional teachers to shed light on its complicated past while empowering students to formulate their own fact-based opinions ― and politicians shouldn’t be standing in the way. Teaching our youth all of America’s triumphs and failures will empower them as adults to strive toward a more perfect union. A few of those kids may even end up with their photos alongside our past presidents. And if they ascend to leadership, they’ll be far more prepared than their predecessors to ensure our country is working for everyone.
I Taught My 4th Grade Class About White Privilege And Their Response Was Eye-Opening
Justin Mazzola
Sat, August 20, 2022 at 8:30 AM·7 min read
One of the author's students taking the Louisiana Literacy Test from the 1960s. (Photo: Courtesy of Justin Mazzola)
Take a look at a photo of the 46 U.S. presidents. What do you notice?
When I’d ask my students this at the beginning of each school year, someone always said they look old. Another would point out that most of them aren’t smiling, and I’ll never forget the boy who said matter-of-factly that a lot of them are not handsome.
Students would also realize they’re all men, and, except for President Barack Obama, they’re all white. I’d then ask the natural follow-up questions: Why do you think that is and how do you think it’s affected our country? After discussing with a partner, they’d suggest that only white men were allowed to vote (previously true), while another would theorize the elected leaders made laws that favored white men (mostly true, specifically the wealthy). Like our presidents, almost every student in my class was white.
To be clear, this is not critical race theory, despite what many conservatives will have you believe. They argue that teaching kids about race sows segregation and shame, even if the history lesson involves events long before they were born. Some critics go so far as to claim we live in a colorblind society where racism no longer exists, citing Oprah and Obama as proof everyone has a fair shot at success. Many of those critics also have children who are likely to adopt their views, unless professional educators teach them to think for themselves.
I was one of those kids, a Xennial growing up lower-middle class in a small New Hampshire city with my parents and younger brother. In 1990, the state was 98% white. In my high school graduating class of 264, only three students were nonwhite. Needless to say, I was not exposed to meaningful discussions about race. Instead, my family was indoctrinated by Rush Limbaugh, whose radio show provided a soundtrack for our home. My Republican father criticized affirmative action because it gave minority groups an unfair advantage in a country where, he claimed, everyone has an equal opportunity “as long as they work hard.” My mother, a French immigrant, adopted his views by osmosis. I did too, and held on to them throughout my 20s, until one professor changed everything.
While obtaining my master’s degree in education in 2009, I was required to take a course called “Language, Power and Democracy.” The monthlong class explored white privilege and America’s ongoing racial divide, and was taught mostly through documentaries and discussions. Redlining and Reconstruction were just some of the topics covered. My belief that class outweighed race in determining opportunities began to erode. After a month of evidence-based lectures and thoughtful conversations with my racially diverse classmates, I began to see America’s institutional racism.
Upon graduating, I taught at an independent school in San Francisco for nearly a decade. Autonomy over the curriculum allowed me to incorporate current events and marginalized voices into developmentally appropriate fourth grade content. Drawing inspiration from my graduate course, as well as authors Howard Zinn and James Loewen, I provided various perspectives while teaching social studies.
Each October, my students reviewed what they learned in third grade about Christopher Columbus. Then I would read “Encounter” to provide them with a different point of view. The children’s book is told through the eyes of a young Taino boy recounting the Italian explorer’s arrival, and the ensuing enslavement and brutality he unleashed on the native people. My students were simultaneously fascinated and shocked, leading most to write essays about why Columbus Day should no longer be celebrated.
During our World War II unit, students questioned a U.S. propaganda video, then analyzed photos of Japanese Americans being forcibly removed from the West Coast and images from the camps where they were incarcerated. They asked how Japanese Americans could be imprisoned based on their ethnicity, and why German Americans were spared the same treatment. This is not critical race theory, but students certainly raised critical questions about race in American history.
Artistic representations of various constitutional amendments created by students in the author's class. (Photo: Courtesy of Justin Mazzola)
Students learned about the Greensboro Four, Bloody Sunday and the Birmingham Children’s March during our study of the civil rights movement. They empathized with Ruby Bridges and drew inspiration from the Little Rock Nine. They compared old photos of segregated Black and white schools, wondering how anyone could claim they were “separate, but equal.” Students even tackled the Louisiana literacy test, which was given to would-be Black voters in the 1960s. Every student failed. The ensuing conversation led them to draw parallels between past and present, comparing literacy tests and poll taxes to current voter-ID laws and the disenfranchisement of people convicted of felonies in certain states.
The unit’s summative assessment was an essay in which students responded to this prompt: Did the civil rights movement lead to equality for African Americans? They then defended their position during a class debate, and were given the choice to switch sides if they were swayed by an opposing argument. Perhaps Congress would be more effective, and popular, if its members approached debates with the open mind of a 10-year-old.
As disinformation and “alternative facts” divide our country, teaching children how to think for themselves has never been more crucial — even if their conclusions run counter to their parents’ beliefs. Showing kids America’s complete history allows them to see how fear and greed can draw our leaders down dark paths, and how those choices impact people and the planet. If we ignore these missteps to instead focus solely on American exceptionalism, we face future generations of nationalistic leaders preying on voters’ ignorance and xenophobia.
Whitewashing American history lessons parallels Holocaust denialism, and poses a similar threat to the threads of our union. Pushing historical negationism to perpetuate the antiquated goal of a colorblind society only silences the continued macro- and microaggressions and injustices that people of color have endured since our nation’s founding. Kids can handle the truths of history — even if their parents can’t — and benefit from the lesson that criticizing their country doesn’t mean they don’t still love it.
Occasionally, I hear from parents who thank me for teaching their kids America’s history through various lenses. In a recent email, a father wrote that I taught his daughter “history is not black and white, but a wide range of grays, [which] sets a valuable perspective for life and learning.”
This mindset enabled their family to have a nuanced discussion about Afghanistan last year. “It allowed us … to feel OK that we don’t have clear winners and losers, or right and wrong,” he wrote.
Another former student recently said her biggest takeaway was realizing how mistakes by past American leaders helped shape current systemic inequities. Learning about the concept of privilege isn’t about blaming students for actions in the past, she said, but more about understanding how hundreds of years of history have contributed to modern society.
Our nation’s best chance at progress is for professional teachers to shed light on its complicated past while empowering students to formulate their own fact-based opinions ― and politicians shouldn’t be standing in the way. Teaching our youth all of America’s triumphs and failures will empower them as adults to strive toward a more perfect union. A few of those kids may even end up with their photos alongside our past presidents. And if they ascend to leadership, they’ll be far more prepared than their predecessors to ensure our country is working for everyone.
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