Mac-7
Diamond Member
- Oct 9, 2019
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Eliminated requirements also include the writings of Martin Luther King Jr., United Farm Workers leader Cesar Chavez and suffragist Susan B. Anthony.
In a new political low in Texas, the Republican-dominated state Senate has passed a bill to eliminate a requirement that public schools teach that the Ku Klux Klan and its white supremacist campaign of terror are “morally wrong.”
The cut is among some two dozen curriculum requirements dropped in the measure, along with studying Martin Luther King Jr.’s “I Have a Dream” speech, the works of United Farm Workers leader Cesar Chavez, Susan B. Anthony’s writings about the women’s suffragist movement, and Native American history.
Critics say the state is promoting an “anti-civics” education.
Senate Bill 3 — passed last Friday 18-4 — drops most mentions of people of color and women from the state’s required curriculum.
That includes eliminating a requirement that students be taught the “history of white supremacy, including but not limited to the institution of slavery, the eugenics movement, and the Ku Klux Klan, and the ways in which it is morally wrong.”
Texas Senate Bill Drops Teaching Requirement That Ku Klux Klan Is 'Morally Wrong'
Eliminated requirements also include the writings of Martin Luther King Jr., United Farm Workers leader Cesar Chavez and suffragist Susan B. Anthony.www.huffpost.com
Why has Texas become such a pariah state? What do you think?
Liberals are such liars
Nothing claimed in the OP is true
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AN ACT
relating to the social studies curriculum in public schools.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS:
SECTION 1. Section 28.002, Education Code, is amended by
adding Subsections (h-2), (h-3), (h-4), and (h-5) to read as
follows:
(h-2) In adopting the essential knowledge and skills for the
social studies curriculum, the State Board of Education shall adopt
essential knowledge and skills that develop each student's civic
knowledge, including an understanding of:
(1) the fundamental moral, political, and
intellectual foundations of the American experiment in
self-government;
(2) the history, qualities, traditions, and features
of civic engagement in the United States;
(3) the history of Native Americans;
(4) the structure, function, and processes of
government institutions at the federal, state, and local levels;
(5) the founding documents of the United States,
including:
(A) the Declaration of Independence;
(B) the United States Constitution;
(C) the Federalist Papers;
(D) the transcript of the first Lincoln-Douglas
debate;
(E) the writings of and about the founding
fathers and mothers and other founding persons of the United
States, including the writings of:
(i) George Washington;
(ii) Ona Judge;
(iii) Thomas Jefferson;
(iv) Sally Hemings; and
(v) any other founding persons of the
United States;
(F) writings from Frederick Douglass's
newspaper, the North Star;
(G) the Book of Negroes;
(H) the Fugitive Slave Acts of 1793 and 1850;
(I) the Indian Removal Act;
(J) Thomas Jefferson's letter to the Danbury
Baptists; and
(K) William Still's Underground Railroad
Records;
(6) historical documents related to the civic
accomplishments of marginalized populations, including documents
related to:
(A) the Chicano movement;
(B) women's suffrage and equal rights;
(C) the civil rights movement;
(D) the Snyder Act of 1924; and
(E) the American labor movement;
(7) the history of white supremacy, including but not
limited to the institution of slavery, the eugenics movement, and
the Ku Klux Klan, and the ways in which it is morally wrong;
(8) the history and importance of the civil rights
movement, including the following documents:
(A) Martin Luther King Jr.'s "Letter from a
Birmingham Jail" and "I Have a Dream" speech;
(B) the federal Civil Rights Act of 1964 (42
U.S.C. Section 2000a et seq.);
(C) the United States Supreme Court's decision in
Brown v. Board of Education;;
(D) the Emancipation Proclamation;
(E) the Universal Declaration of Human Rights;
(F) the Thirteenth, Fourteenth, and Fifteenth
Amendments to the United States Constitution;
(G) the United States Court of Appeals for the
Ninth Circuit decision in Mendez v. Westminster;
(H) Frederick Douglass's Narrative of the Life of
Frederick Douglass, an American Slave;;
(I) the life and work of Cesar Chavez; and
(J) the life and work of Dolores Huerta;
(9) the history and importance of the women's suffrage
movement, including the following documents:
(A) the federal Voting Rights Act of 1965 (52
U.S.C. Section 10101 et seq.);
(B) the Fifteenth, Nineteenth, and Twenty-Sixth
Amendments to the United States Constitution;
(C) Abigail Adams's letter "Remember the
Ladies";
(D) the works of Susan B. Anthony; and
(E) the Declaration of Sentiments;
(10) the life and works of Dr. Hector P. Garcia;
(11) the American GI Forum;
(12) the League of United Latin American Citizens; and
(13) Hernandez v. Texas (1954).
(h-3) For any social studies course in the required
curriculum:
(1) a teacher may not be compelled to discuss a
particular current event or widely debated and currently
controversial issue of public policy or social affairs;
(2) a teacher who chooses to discuss a topic described
by Subdivision (1) shall, to the best of the teacher's ability,
strive to explore the topic from diverse and contending
perspectives without giving deference to any one perspective;
(3) a school district, open-enrollment charter
school, or teacher may not require, make part of a course, or award
a grade or course credit, including extra credit, for a student's:
(A) political activism, lobbying, or efforts to
persuade members of the legislative or executive branch at the
federal, state, or local level to take specific actions by direct
communication; or
(B) participation in any internship, practicum,
or similar activity involving social or public policy advocacy; and
(4) a teacher, administrator, or other employee of a
state agency, school district, or open-enrollment charter school
may not:
(A) be required to engage in training,
orientation, or therapy that presents any form of race or sex
stereotyping or blame on the basis of race or sex;
(B) require or make part of a course the concept
that:
(i) one race or sex is inherently superior
to another race or sex;
(ii) an individual, by virtue of the
individual's race or sex, is inherently racist, sexist, or
oppressive, whether consciously or unconsciously;
(iii) an individual should be discriminated
against or receive adverse treatment solely or partly because of
the individual's race;
(iv) members of one race or sex cannot and
should not attempt to treat others without respect to race or sex;
(v) an individual's moral character,
standing, or worth is necessarily determined by the individual's
race or sex;
(vi) an individual, by virtue of the
individual's race or sex, bears responsibility for actions
committed in the past by other members of the same race or sex;
(vii) an individual should feel discomfort,
guilt, anguish, or any other form of psychological distress on
account of the individual's race or sex;
(viii) meritocracy or traits such as a hard
work ethic are racist or sexist or were created by members of a
particular race to oppress members of another race;
(ix) the advent of slavery in the territory
that is now the United States constituted the true founding of the
United States; or
(x) with respect to their relationship to
American values, slavery and racism are anything other than
deviations from, betrayals of, or failures to live up to, the
authentic founding principles of the United States, which include
liberty and equality; and
(C) require an understanding of The 1619 Project.
(h-4) A state agency, school district, or open-enrollment
charter school may not accept private funding for the purpose of
developing a curriculum, purchasing or selecting curriculum
materials, or providing teacher training or professional
development for a course described by Subsection (h-3)(3).
(h-5) A school district or open-enrollment charter school
may not implement, interpret, or enforce any rules or student code
of conduct in a manner that would result in the punishment of a
student for discussing, or have a chilling effect on student
discussion of, the concepts described by Subsection (h-3)(4).
SECTION 2. (a) Except as provided by Subsection (b) of
this section, this Act applies beginning with the 2021-2022 school
year.
(b) Section 28.002(h-2), Education Code, as added by this
Act, applies beginning with the 2022-2023 school year.
SECTION 3. Not later than December 31, 2022, the State Board
of Education shall review and revise, as needed, the essential
knowledge and skills of the social studies curriculum as required
by Section 28.002(h-2), Education Code, as added by this Act.
SECTION 4. If any provision of this Act or its application
to any person or circumstance is held invalid, the invalidity does
not affect other provisions or applications of this Act that can be
given effect without the invalid provision or application, and to
this end the provisions of this Act are declared to be severable.
SECTION 5. This Act takes effect immediately if it receives
a vote of two-thirds of all the members elected to each house, as
provided by Section 39, Article III, Texas Constitution. If this
Act does not receive the vote necessary for immediate effect, this
Act takes effect September 1, 2021.
______________________________ ______________________________
President of the Senate Speaker of the House
I certify that H.B. No. 3979 was passed by the House on May
11, 2021, by the following vote: Yeas 79, Nays 65, 2 present, not
voting.
______________________________
Chief Clerk of the House
