Critical Race Theory (CRT) has been all over the news lately for its outrageous and radical approach to teaching students about race relations. Gone is the call for unity, justice, and judging each other on their character.
CRT replaces that with radical indoctrination that you can read more about here. This is why it’s critical that school board members examine exactly what will be taught under the label, Diversity, Equity, Inclusion, and anti-racism.
This post has been BUMPED by request – – Originally published on 4/23/21
As you can see from this post found on SAU 16’s website it says: Cooperative Middle School Awarded $20,000 Grant for Diversity, Equity, Inclusion, and Justice Work.
Stratham, NH – The Cooperative Middle School (CMS) recently received a $20,000 grant from
the NH Department of Education (NH DOE) to support the school’s diversity, equity, inclusion
and justice (DEIJ) work. The grant will allow CMS educators to further expand the planning,
coordination and integration of such work already being done in all schools within SAU 16.
- What exactly does this look like in the classroom?
- What are teachers learning in Professional Development?
- Will students be subjected to assessments that will capture their attitudes and store the data?
- What happens to their personal data? PII?
- Is this the kind of indoctrination you want taught in your child’s classroom?
There are good reasons to make sure that history is being taught in a truthful manner. But at the same time, it’s also important to document how racial prejudice and discrimination have improved over the years. Listening to the speeches by Dr. Martin Luther King Jr. and learning about important figures in history like Harriet Tubman and Frederick Douglass, offers students valuable knowledge, and that’s always a good thing.
There are plenty of ways to address this subject in a way that builds character instead of pushing to divide children by race. There are ways to improve teaching history so that children are learning about how Booker T. Washington was known for being a great speaker, educator, author, and presidential advisor after being born into slavery. Literacy is a good thing.
It’s also important to look at the federal grants coming into New Hampshire from the federal government. Since some of the most radical and divisive initiatives are being pushed by the federal government, it’s important that you let your Executive Councilor know that you expect them to scrutinize education grants.
If the grants are directed at race relations, that means the federal government could be pushing a radical agenda that prescribes a mindset that says an individual, by virtue of his or her race or sex, is inherently racist, sexist, or oppressive, whether consciously or unconsciously.
If you want to know if your school district is dabbling in this kind of radical approach to race relations, here is a sample template you can use to request documentation through a 91-a (Right to Know Request):
Dear Superintendent ****: Pursuant to the Right to Know Law (RSA. 91-A), I am requesting public access, within 5 business days, to the governmental records reasonably described as follows:
All records, no matter what form, including but not limited to, printed documents, electronic documents, e-mails, or any other form of records regarding Professional Development and/or curriculum focusing on Diversity, Equity and Inclusion, Race Relations, and Critical Race Theory for the period from 09/01/2019 to present. In addition, provide a copy of any grant applications that were submitted on behalf of these topics.
Per RSA 91-A:4 IV(c) If you deny any portion of this request, please cite the specific exemption used to justify the denial to make each record, or part thereof, available for inspection along with a brief explanation of how the exemption applies to the information withheld.
Please let me know when these records are available for inspection or you may email the records to me at @youremail address.
Thank you for your lawful attention to this matter.
If you find out that your district is engaging in this kind of divisive training and teaching, get your community members involved and fight to remove it.
Looking for positive ways to improve race relations and history are excellent suggestions. Attempting to shame children, divide friends by race, and push a radical agenda in the classroom does not serve the children well.
It’s up to residents in each district to fight for quality public education for the children in your community. We have some of the most accepting, compassionate, and tolerant generations coming up. This needs to be nurtured in children, not undermined.
