The sick, perverse Oregon "Ethnic Studies" program for elementary students

[badrouter]

When we say elementary, we're not using some new way to describe first-year college graduate students. We mean five year-olds, up to 10 or 11. As you read through the standards in Oregon-approved to be taught now and MANDATORY to be taught by 2026- always keep in mind we are talking about five year-old to 10 year-old children who will be taught these. Many of these are HEAVILY derived from Critical Theory, the thing we've been lied to about only being taught in graduate school. These are listed in the order they appear in the document, by grade, not in the order of severity. Anyone not able to recognize and acknowledge that this is profoundly sick shit is either a psychopath or a coward.

Kindergarten, Age 5

- K.3 *Develop an understanding of one's own identity groups including, but not limited to, race, gender, family, ethnicity, culture, religion, and ability.

- K.11 * Examine culturally significant traditions, celebrations, days, and places including those from cultures that are currently and historically marginalized.

- K.14 * Identify examples of unfairness or injustice towards individuals or groups and the “changemakers,” who worked to make the world better.

- K.17 * Make connections identifying similarities and differences including race, ethnicity, culture, disability, and gender between self and others.

1st grade, age 6:

- 1.4 * Define equity, equality, and systems of power.

- 1.12 * Describe how individual and group characteristics are used to divide, unite, and categorize racial, ethnic, and social groups.

- 1.13 * Examine and understand your own self-identity and how it fits with the identity of the family, school, and the local community.

- 1.14 * Identify and explain the perspectives of racial, ethnic, and social groups in our community on local issues including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano/a, Latino/a, or Middle Eastern descent; individuals from all religious backgrounds; and individuals from traditionally marginalized groups.

2nd grade, age 7:

- 2.10 * Explain how inherited wealth and scarcity affect individual and group power and the ability to make decisions about personal savings and spending.

- 2.13 * Identify the cultural characteristics of my group identity, (including race, culture, and gender) and of the local community.

- 2.16 * Identify the history and narratives of traditionally included and excluded individuals, groups, and circumstances, that impact the local community including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent; individuals from all religious backgrounds; and individuals from traditionally marginalized groups. 

3rd grade, age 8:

- 3.4 * Describe the use of stereotypes and targeted marketing in creating demand for consumer products.

- 3.11 * Describe how the inclusion or exclusion of individuals, social and ethnic groups, including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent, religious groups, and other traditionally marginalized groups has shaped events and development of the local community and region.

- 3.18 * Identify how systems of power, including white supremacy, institutional racism, racial hierarchy, and oppression affect the perspectives of different individuals and groups when examining an event, issue, or problem with an emphasis on multiple perspectives. THIS IS TEXTBOOK CRITICAL THEORY.

4th grade, age 9:

- 4.1. * Investigate how the establishment, organization, and function of the Oregon government, its Constitution and its laws enforced and/or violated democratic conceptions of equity and justice for individuals and groups including Native Americans, African-Americans, Asian-Americans, and other immigrant groups.

- 4.4 * Examine the consequences of power and privilege on issues associated with poverty, income, and the accumulation of wealth.

- 4.10 * Identify political, economic, cultural and physical conflicts, including genocide, involving the use of land, natural resources, economic interests, competition for scarce resources, different political views, boundary disputes, and cultural differences within Oregon’s different geographical areas and people groups who lived in those areas.

- 4.11 * Understand the impact and legacy of colonialism on marginalized communities and describe the decisions made to shape the human(e.g., tribal, cultural, agricultural, industrial, etc.) and physical geography (dams, wind turbines, climate change, transportation, etc.) and its effect on Oregon’s environmental sustainability.

- 4.13 * Identify and explain how discrimination based on race, gender, economic, and social group identity created and continues to affect the history, growth, and current experience of residents of Oregon.

- 4.14 * Give examples of how early non-American Indian explorers and settlers in Oregon changed Oregon’s agriculture, settlement patterns, industrial, political, and business development over time, and its impact on the people of the state (including people of different socioeconomic status, racial/ethnic groups, religious groups, and other traditionally marginalized groups.

- 4.17 * Create and evaluate timelines exploring the relationships among the people, events, and movements of resistance and justice in Oregon.

5th grade, age 10

- 5.2 * Examine and critique how colonial and new states’ governments established, limited or denied rights and responsibilities of specific groups and individuals with particular attention to, citizens, enslaved peoples, foreigners, nobles, religious groups, women, class systems, tribes.

- 5.22 * Examine how the decisions of those in power affected those with less political/economic power in past and current movements for equality, freedom, and justice with connections to the present-day reality. 

- 5.25 * Develop an understanding of why individuals and groups from various ethnic and religious and 13 traditionally marginalized groups during the same historical period, differed in their perspectives of events, laws/policies, or movements in the United States.

Again, ELEMENTARY school. Not college. Not grad school. This is sick stuff. No "right-wing operative" could make these look any worse they already look.

Link to standards

- 

[I AM IRONMAN]

Brain washing....sickening!

[badrouter]

At some point, people have to swallow their partisan pride and grant some points to "the other side". Reasonable people, who simply want our kids to be taught the accurate version of our history, need to speak out against this. They need not become "right-wing operatives" or even vote for Republicans. They just need to acknowledge what's plainly true here: This is completely inappropriate for any elementary classroom.

[badrouter]

1 minute ago, I AM IRONMAN said:

Brain washing....sickening!

Yes. And this is the case whether you call it "Critical Race Theory", "badrouter is a moron" or anything else. 

[Belly Bob]

9 hours ago, badrouter said:

Kindergarten, Age 5

- K.14 * Identify examples of unfairness or injustice towards individuals or groups and the “changemakers,” who worked to make the world better.

Like Foucault? God bless him.

9 hours ago, badrouter said:

- 5.22 * Examine how the decisions of those in power affected those with less political/economic power in past and current movements for equality, freedom, and justice with connections to the present-day reality. 

In a society that is anything at all like ours, there will always be individuals or groups who have more political/economic power.

In fact, I don't think there has ever been a society on earth in which every individual or group had as much political/economic power as every other individual or group.

I'm sure their obsessive drive for equality will be perfectly consistent with our best notions of freedom and justice. 

Good luck to all the 5 year olds who will have to labor under the brilliant insights of the social critics. 

[Wildcat Will]

13 hours ago, badrouter said:

When we say elementary, we're not using some new way to describe first-year college graduate students. We mean five year-olds, up to 10 or 11. As you read through the standards in Oregon-approved to be taught now and MANDATORY to be taught by 2026- always keep in mind we are talking about five year-old to 10 year-old children who will be taught these. Many of these are HEAVILY derived from Critical Theory, the thing we've been lied to about only being taught in graduate school. These are listed in the order they appear in the document, by grade, not in the order of severity. Anyone not able to recognize and acknowledge that this is profoundly sick shit is either a psychopath or a coward.

Kindergarten, Age 5

- K.3 *Develop an understanding of one's own identity groups including, but not limited to, race, gender, family, ethnicity, culture, religion, and ability.

- K.11 * Examine culturally significant traditions, celebrations, days, and places including those from cultures that are currently and historically marginalized.

- K.14 * Identify examples of unfairness or injustice towards individuals or groups and the “changemakers,” who worked to make the world better.

- K.17 * Make connections identifying similarities and differences including race, ethnicity, culture, disability, and gender between self and others.

1st grade, age 6:

- 1.4 * Define equity, equality, and systems of power.

- 1.12 * Describe how individual and group characteristics are used to divide, unite, and categorize racial, ethnic, and social groups.

- 1.13 * Examine and understand your own self-identity and how it fits with the identity of the family, school, and the local community.

- 1.14 * Identify and explain the perspectives of racial, ethnic, and social groups in our community on local issues including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano/a, Latino/a, or Middle Eastern descent; individuals from all religious backgrounds; and individuals from traditionally marginalized groups.

2nd grade, age 7:

- 2.10 * Explain how inherited wealth and scarcity affect individual and group power and the ability to make decisions about personal savings and spending.

- 2.13 * Identify the cultural characteristics of my group identity, (including race, culture, and gender) and of the local community.

- 2.16 * Identify the history and narratives of traditionally included and excluded individuals, groups, and circumstances, that impact the local community including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent; individuals from all religious backgrounds; and individuals from traditionally marginalized groups. 

3rd grade, age 8:

- 3.4 * Describe the use of stereotypes and targeted marketing in creating demand for consumer products.

- 3.11 * Describe how the inclusion or exclusion of individuals, social and ethnic groups, including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent, religious groups, and other traditionally marginalized groups has shaped events and development of the local community and region.

- 3.18 * Identify how systems of power, including white supremacy, institutional racism, racial hierarchy, and oppression affect the perspectives of different individuals and groups when examining an event, issue, or problem with an emphasis on multiple perspectives. THIS IS TEXTBOOK CRITICAL THEORY.

4th grade, age 9:

- 4.1. * Investigate how the establishment, organization, and function of the Oregon government, its Constitution and its laws enforced and/or violated democratic conceptions of equity and justice for individuals and groups including Native Americans, African-Americans, Asian-Americans, and other immigrant groups.

- 4.4 * Examine the consequences of power and privilege on issues associated with poverty, income, and the accumulation of wealth.

- 4.10 * Identify political, economic, cultural and physical conflicts, including genocide, involving the use of land, natural resources, economic interests, competition for scarce resources, different political views, boundary disputes, and cultural differences within Oregon’s different geographical areas and people groups who lived in those areas.

- 4.11 * Understand the impact and legacy of colonialism on marginalized communities and describe the decisions made to shape the human(e.g., tribal, cultural, agricultural, industrial, etc.) and physical geography (dams, wind turbines, climate change, transportation, etc.) and its effect on Oregon’s environmental sustainability.

- 4.13 * Identify and explain how discrimination based on race, gender, economic, and social group identity created and continues to affect the history, growth, and current experience of residents of Oregon.

- 4.14 * Give examples of how early non-American Indian explorers and settlers in Oregon changed Oregon’s agriculture, settlement patterns, industrial, political, and business development over time, and its impact on the people of the state (including people of different socioeconomic status, racial/ethnic groups, religious groups, and other traditionally marginalized groups.

- 4.17 * Create and evaluate timelines exploring the relationships among the people, events, and movements of resistance and justice in Oregon.

5th grade, age 10

- 5.2 * Examine and critique how colonial and new states’ governments established, limited or denied rights and responsibilities of specific groups and individuals with particular attention to, citizens, enslaved peoples, foreigners, nobles, religious groups, women, class systems, tribes.

- 5.22 * Examine how the decisions of those in power affected those with less political/economic power in past and current movements for equality, freedom, and justice with connections to the present-day reality. 

- 5.25 * Develop an understanding of why individuals and groups from various ethnic and religious and 13 traditionally marginalized groups during the same historical period, differed in their perspectives of events, laws/policies, or movements in the United States.

Again, ELEMENTARY school. Not college. Not grad school. This is sick stuff. No "right-wing operative" could make these look any worse they already look.

Link to standards

- 

I don't see anything the kids should not learn.

That simple.

[BUFORDGAWOLVES]

Nobody reads Routers spew. 
 

What’s the point? There isn’t one. 
 

bgw

[badrouter]

19 hours ago, Wildcat Will said:

I don't see anything the kids should not learn in college.

That simple.

FIFY

[Belly Bob]

On 8/6/2021 at 10:43 AM, badrouter said:

Reasonable people, who simply want our kids to be taught the accurate version of our history, need to speak out against this. 

How did early non-American Indian explorers and settlers change Oregon's industrial development?

On 8/6/2021 at 10:10 AM, badrouter said:

4.14 * Give examples of how early non-American Indian explorers and settlers in Oregon changed Oregon’s agriculture, settlement patterns, industrial, political, and business development over time, and its impact on the people of the state (including people of different socioeconomic status, racial/ethnic groups, religious groups, and other traditionally marginalized groups.

Is "Indian" appropriate again?

[Belly Bob]

On 8/6/2021 at 10:10 AM, badrouter said:

3.18 * Identify how systems of power, including white supremacy, institutional racism, racial hierarchy, and oppression affect the perspectives of different individuals and groups when examining an event, issue, or problem with an emphasis on multiple perspectives. THIS IS TEXTBOOK CRITICAL THEORY.

It sounds like Foucault, who is anathema in analytic philosophy departments and who is simply dismissed as a charlatan by natural scientists, is now being taught to children as doctrine. 

More good news.

 

[badrouter]

1 hour ago, Belly Bob said:

It sounds like Foucault, who is anathema in analytic philosophy departments and who is simply dismissed as a charlatan by natural scientists, is now being taught to children as doctrine. 

More good news.

 

I mean, who DOESN'T watch a video like that and think "dude, we've got to get the 3rd graders doing this work now!"

🤦‍♂️

[badrouter]

14 hours ago, BUFORDGAWOLVES said:

Nobody reads Routers spew. 
 

What’s the point? There isn’t one. 
 

bgw

The point is that we can rest easy in knowing you can't possibly refute a single point I make on this. Like every other psycho lefty, you're left to name-calling, ad hominem attacks, and appeals not to reason, but to emotion. Of course, thus far, this has been VERY effective. And that's to be expected in these profoundly fucked up times.

[World Citizen]

On 8/6/2021 at 7:10 AM, badrouter said:

 Anyone not able to recognize and acknowledge that this is profoundly sick shit is either a psychopath or a coward.

So you start out with calling anyone who might disagree with you on these standards being "profoundly sick" as a psychopath  or coward. 

40 minutes ago, badrouter said:

Like every other psycho lefty, you're left to name-calling, ad hominem attacks, and appeals not to reason, but to emotion.

What is also interesting is how you manage to accuse others of name calling while doing the same in the very same sentence.  

Anyway, maybe you could list the exact words that you find profoundly sick because I'm not seeing it.  I see a lot of emphasis on understanding other points of view.  Lucky you don't live in Oregon I guess so it won't be an issue for you.   

[BUFORDGAWOLVES]

7 hours ago, badrouter said:

The point is that we can rest easy in knowing you can't possibly refute a single point I make on this. Like every other psycho lefty, you're left to name-calling, ad hominem attacks, and appeals not to reason, but to emotion. Of course, thus far, this has been VERY effective. And that's to be expected in these profoundly fucked up times.

Not interested in refuting your cut and paste confirmation bias. 
 

You might want to look at Pew Research’s party identification spectrum, I’m in the middle. 
 

You? Well, you’re just flaky and are trying too hard to look smart. 
 

Happy to help. 
 

bgw

[Troll]

11 hours ago, World Citizen said:

So you start out with calling anyone who might disagree with you on these standards being "profoundly sick" as a psychopath  or coward. 

What is also interesting is how you manage to accuse others of name calling while doing the same in the very same sentence. 

You know

I HAVE to agree with you here...😄

 

PS: But the entire time you that attack the ad hominem...

well... you prove him 100% correct 👍

(on the topic, not his assessment of others)

 

12 hours ago, badrouter said:

The point is that we can rest easy in knowing you can't possibly refute a single point I make on this. Like every other psycho lefty, you're left to name-calling, ad hominem attacks...

 

[badrouter]

15 hours ago, World Citizen said:

So you start out with calling anyone who might disagree with you on these standards being "profoundly sick" as a psychopath  or coward. 

What is also interesting is how you manage to accuse others of name calling while doing the same in the very same sentence.  

Anyway, maybe you could list the exact words that you find profoundly sick because I'm not seeing it.  I see a lot of emphasis on understanding other points of view.  Lucky you don't live in Oregon I guess so it won't be an issue for you.   

All of the standards I copied and pasted in the OP are very disturbing. Forcing kindergartners to notice and obsess about race is disgusting. It's all deeply disturbing to have this stuff forced on ELEMENTARY STUDENTS. Perhaps when you read through these you are missing that part. Much of it would be fine in a graduate school program, which is where it originated and was intended to stay. But, we have radicals obsessed with race and "power" that have decided that's all they want to talk about with children.  

[World Citizen]

1 hour ago, badrouter said:

All of the standards I copied and pasted in the OP are very disturbing. Forcing kindergartners to notice and obsess about race is disgusting. It's all deeply disturbing to have this stuff forced on ELEMENTARY STUDENTS. Perhaps when you read through these you are missing that part. Much of it would be fine in a graduate school program, which is where it originated and was intended to stay. But, we have radicals obsessed with race and "power" that have decided that's all they want to talk about with children.  

I assume you read over all the standards and not just the blue highlighted ones that are new and to be implemented by 2026.  I was hoping you would narrow down exactly which words bothered you but you say that every word does so there is not much more I can say about this.  Btw, race and power are dominant concepts which should be talked about and our history as a country should include all perspectives and not just the ones which happen to be less uncomfortable for those who dominate.  

Couple more question if I may.  Are any of the words acceptable to you?  Any standards?  What about the previous standards that these new ones were added to?

Have you looked into other states standards?  I have and some states have very low expectations from their kids while others have different expectations, 50 of them to be exact.  I also noticed some states really gloss over the civil war and suggest slavery was not the real reason.  Many adults who went through that type of education still claim slavery wasn't the primary reason and proudly announce it.  

[Troll]

32 minutes ago, World Citizen said:

I assume you read over all the standards and not just the blue highlighted ones that are new and to be implemented by 2026.  I was hoping you would narrow down exactly which words bothered you but you say that every word does so there is not much more I can say about this.  Btw, race and power are dominant concepts which should be talked about and our history as a country should include all perspectives and not just the ones which happen to be less uncomfortable for those who dominate.  

Couple more question if I may.  Are any of the words acceptable to you?  Any standards?  What about the previous standards that these new ones were added to?

Have you looked into other states standards?  I have and some states have very low expectations from their kids while others have different expectations, 50 of them to be exact.  I also noticed some states really gloss over the civil war and suggest slavery was not the real reason.  Many adults who went through that type of education still claim slavery wasn't the primary reason and proudly announce it.  

Better...

but the problem is not "history".

The problem is when people

Try to inject "social studies"

into it

🤓

 

PS: CRT GUILTY AS CHARGED 👍

 

 

BTW: I don't want to hear any of that, but "they" did it first crap... 👌

You got a problem with anything being taught in  "plain old history", like "social studies" from the "other side" have it removed too.  You see "History's" job.... is not ... to try and place blame...🙄

 

[KoolingGrew]

Why would anyone cheer for the cancellation of ethnic studies?

[Troll]

2 hours ago, KoolingGrew said:

Why would anyone cheer for the cancellation of ethnic studies?

We know some people

would rather not do all that  "parenting work"

after they pop out all those kids.

But "ethnicity" is definitely

their own job to teach...

Not the Gov's

👍

 

Hope this helps 👌

 

[badrouter]

On 8/8/2021 at 12:53 PM, World Citizen said:

I assume you read over all the standards and not just the blue highlighted ones that are new and to be implemented by 2026.  I was hoping you would narrow down exactly which words bothered you but you say that every word does so there is not much more I can say about this.  Btw, race and power are dominant concepts which should be talked about and our history as a country should include all perspectives and not just the ones which happen to be less uncomfortable for those who dominate.  

Couple more question if I may.  Are any of the words acceptable to you?  Any standards?  What about the previous standards that these new ones were added to?

Have you looked into other states standards?  I have and some states have very low expectations from their kids while others have different expectations, 50 of them to be exact.  I also noticed some states really gloss over the civil war and suggest slavery was not the real reason.  Many adults who went through that type of education still claim slavery wasn't the primary reason and proudly announce it.  

I pasted the problematic standards, which are overwhelmingly the new ones.

Again, there's a reason the initial trick used by critical theorists was to say the stuff wasn't being taught in K-12: the ideas, concepts and related discussions are not appropriate for those age groups. Now, of course, we see that trick is not being employed as much. Now there has been a pivot to simply stating that the things we were told weren't being taught because they were grad school concepts *should* be taught to seven and eight year-olds. And if you don't agree, you're a reprehensible racist scumbag. "It's not being taught...unless of course it is, in which case it SHOULD be taught AND you're a fucking scumbag if you disagree."

Elementary aged students should not be forced to obsess over immutable identity traits, nor should they be taught to stereotype people based on the groups they're placed in. Having elementary aged students doing these things reflects the perverse obsession held now over identity issues. 

[badrouter]

15 hours ago, KoolingGrew said:

Why would anyone cheer for the cancellation of ethnic studies?

"Ethnic studies" in practice is critical race theory. To whatever degree it has value, it should be a part of voluntary college curriculum, not something forced on seven year-olds.

[rockinl]

BLM: We want equality for all.

Everyone else: Ok, you got it.

BLM: No, we want equity, equality doesn’t give us a free ride.

[Wildcat Will]

1 hour ago, rockinl said:

BLM: We want equality for all.

Everyone else: Ok, you got it.

BLM: No, we want equity, equality doesn’t give us a free ride.

You wouldn't know equality if it was rubbed in your face.

Equity has been built up in our history. Problem is the bank holding the escrow account.

As King said, " Your check has been returned for " insufficient funds".