Several government schools across the country are celebrating “Black Lives Matter at School” Week. The Black Lives Matter (BLM) organization is providing “curriculum resources” for use in classrooms beginning as early as Kindergarten. According to Breitbart, the resources strive to teach “children as young as kindergarten age the culture of white, heterosexual people from traditional families led by a father and mother must be overturned.”
The resources are available for every age group. They are to be used for children ages 5-18 while encouraging that it is never too soon to teach children about race and sexuality. An early childhood section is included, with coloring pages for the youngest learners with messages such as “Black Youth Matter” and “The Revolution is Always Now.”
Read-aloud books include titles such as “The Zero Dads Club” and “My Princess Boy,” a book about a boy who “loves pink, sparkly things. Sometimes he wears dresses. Sometimes he wears jeans. He likes to wear his princess tiara, even when climbing trees. He’s a Princess Boy.”
Other teaching resources for early childhood includes an infographic that states children as young as age 2 “use race to reason about people’s behaviors” and asserts that “expressions about racial prejudice often peak at ages 4 and 5.”
Elementary school teachers are encouraged to read the “Educator Prep and Protocols” section of the curriculum, which includes an article titled, “What ‘white folks who teach in the hood’ get wrong about education,” which explains how teachers’ “white privilege” gives them a “hero complex” when working with children of color.
Another resource titled “Open Secrets in First-Grade Math: Teaching About White Supremacy on American Currency” points out the “white supremacy” inherently found in our country’s coins. Read-aloud resources for this age group include “Heather’s Moms Got Married: second graders talk about gay marriage,” by Mary Cowhey.
Middle-school students will examine an opinion article/video from the New York Times titled, “‘I’m Prejudiced,’ He Said. Then We Kept Talking,” in which a man acknowledges that he is a “white male” and that he is “prejudiced,” as he seeks help in overcoming his perceived prejudice. The man continues, stating, “It’s killing me on the inside. If I don’t change things, I could have a stroke.” In fact, the overarching message of the majority of the teaching resources seems to be to “shame” the “white male” into accepting and overcoming the privilege he enjoys because of his race and sex. It would be interesting to consider the effect these ideas would have on white, school-age boys’ self-esteem.
The high school curriculum focuses mainly on teaching more directly about the BLM movement itself, particularly the 13 Guiding Principles, which seemingly completely exclude the black man’s importance and power in America. These principles are female-centered and encourage the abandonment of the “father” role. Most notably, the word “father” is not mentioned when discussing the “black family” and the “black village,” while the term “mother” is used multiple times.
High school students will be exposed to a digital magazine titled “White People Hate Protests,” including a section titled “The Black Racists,” which explains that black Americans can be racist against their own race if they do not support the current protest culture.
Taking a deep dive into the BLM organization and its founders, a questionable history is uncovered. Co-founder Patrisse Cullors has often stated that she and other BLM founders are “trained Marxists.” BLM founders identify with Assata Shakur, a former Black Panther, convicted of being a cop killer in the 1970s, who escaped from prison and sought and was granted asylum in Cuba by Fidel Castro. The BLM organization promotes merchandise with the phrase, “Assata taught me how to fight,” implying that they support killing police officers. This is the history that most Americans, including most teachers, are unaware of.
The RF Angle spoke to a public school teacher and parent, on the condition of anonymity, about the current push to infuse BLM lessons into the curriculum. The teacher stated, “My children have been exposed to BLM lessons already. My daughter was brought to tears during a lesson where the teacher romanticized BLM while demonizing the police. My children’s father is a police officer, and my children had to sit through lessons asserting that police officers are killing black people because of the color of their skin: because they are racist. How can you say this to children?” The teacher/parent added, “I confronted the teacher and asked how much they knew about the BLM organization, rather than just the popular hashtag. The teacher admitted to having no knowledge of the roots of this movement. That’s a problem.”
As school systems across the nation adopt BLM curricular resources, what exactly are our children “learning” in school?