MLG’s draft PED social studies rules full of CRT, anti-Hispanic, anti-police sentiments

The New Mexico Public Education Department (NMPED) recently published its draft social studies standards for teachers, which are chock-full of racist Critical Race Theory (CRT), anti-Hispanic hate, the “LGBTQI+” agenda, among other frightening curricula. 

The Michelle Lujan Grisham’s NMPED claims the current social studies standards “do not address the increasingly diverse perspectives and histories of the peoples of New Mexico.” The rules want students to demonstrate “respect for the feelings of people who are similar and different from me.”

The proposed rules weave in socialism, racism toward non-minority groups, extreme environmentalism, and globalism. These benchmarks have students “develop pride in his/her/their identity, history, culture, region by incorporating a community based approach while preparing students to be a part of a global environment.”

Students are to “[a]ssess how social policies and economic forces offer privilege or systemic inequity in accessing social, political, and economic opportunity for identity groups in education, government, healthcare, industry, and law enforcement,” writes one of the proposed rules, a key tenet of the racist Critical Race Theory. The rules ask students to assess this and to “Identify and analyze cultural, differently abled, ethnic, gender, national, political, racial, and religious identities and related perceptions and behaviors by society of these identities.” 

CRT is blatant in the rules, especially where the students are to learn how America is supposedly racist in its very framework. Students are to “[d]escribe how inequity in the United States laid the foundation for conflict that continues today.” 

The standards include alarming new benchmarks, specifically targeting Spanish settlers in the United States, writing regarding historical thinking that students should “Compare the patterns of exploration, destruction and occupation of the Americas by Spaniards.”

The proposed draft notes that it wants to “Demonstrate how diversity includes the impact of unequal power relations on the development of group identities and cultures” Regarding the territorial period of New Mexico, the rules aim to “Determine the role of race and racism in the acts of land redistribution during the territorial period.”

Also, students are to use “evidence from primary and secondary sources to compare and contrast the impacts of European colonization on Indigenous populations.”

The proposed curriculum appears to attempt to demonize conservatives, having students “Assess the short- and long-term social and political impacts of conservatism in the United States on diverse groups of people.” 

Also apparently demonized in the new curriculum are guns and gun owners. The rule states, that students are to “Examine the history of guns in America as compared to other world powers and the consequences of gun violence on American society past, present, and future.” 

Included in the proposed rule is a move to have students examine “anti-immigrant sentiment in the United States over time and the experiences of diverse immigrant groups past and present.” 

Action steps urged for students to take through the new social studies curriculum include the following: 

Create an action plan for a more just and equitable America for diverse groups of people including Native Americans and African Americans.

Evaluate the effects of the representation of diverse people in the US government including race,
gender, sexual orientation, and disability

The “civics” section of these rules includes benchmarks for students to “cite evidence investigating the relationships between equality, equity, justice, freedom, and order in American constitutional democracy.” The United States is a constitutional republic, not a “democracy.”

The Constitution is demonized for what groups are allegedly left out of it and students are to “determine which narratives were excluded from the original document; and use text evidence from the Bill of Rights and supporting texts to support a student developed argument by citing specific evidence to track whose rights were added over time.” 

Students are also to “Explore the movement against police brutality.” Also, they are to evaluate the “effects of diverse ideologies and the process of political socialization on oneself and society.” 

Regarding the environment, among many other factors, students are to analyze “US government policies to reduce climate disruption.”

As well, students must evaluate the economic framework of America, which the curriculum sheds in a bad light for its capitalist structure. They are to “[c]ritique inequalities that exist in economic systems.” while using “economic data to evaluate the positive and negative aspects of American capitalism in relationship to other economic systems.” 

These policies are full of new racist, anti-capitalist, anti-police, anti-gun, anti-conservative, anti-Hispanic, and anti-American sentiments while only mentioning the Constitution to claim it is a racist document full of “inequities.” This is the latest assault on education by the Lujan Grisham administration, but parents are urged to take action.

ACT: 

Comments are to be taken electronically by email to rule.feedback@state.nm.us,  by fax to 505-827-6520, or by regular mail addressed to John Sena, Policy Division, New Mexico Public Education Department, 300 Don Gaspar Ave., Room 121, Santa Fe, NM, 87501.

Please take action and make your voices heard about the bad policies enclosed in this new proposed social studies rulebook. New Mexicans have until 5 p.m. on Nov. 12 to provide commentary and to make their voices heard before the rules are adopted in December.