Parent Testimonials of Critical Race Theory being taught in Utah Schools
We've received hundreds of pages of testimonials from parents across Utah telling us about the controversial curriculum being pushed in schools. Here are a few exerpts:
Alpine School District:
In a 9th Grade Honors English class "The teacher handed out paperwork which extolled the virtues of reparations and then asked the students to write an essay on the topic. Only one side was presented—the pro-reparations side. How do you write an essay on a controversial subject when you are only exposed to one side?"
In a 9th Grade Honors English class "The teacher handed out paperwork which extolled the virtues of reparations and then asked the students to write an essay on the topic. Only one side was presented—the pro-reparations side. How do you write an essay on a controversial subject when you are only exposed to one side?"
Cache County School District:
"My Freshman was asked to write an article based off opinion whether it was appropriate or inappropriate to kneel during the national anthem. The teacher would not allow them to find there own sources and provided 3 articles for references. 2 of the 3 articles were in favor of kneeling and the other article only gave a tiny bit to back up my daughters opinion about it being inappropriate. We asked the teacher if we could find credible sources to back up her argument, she finally agreed but then back tracked later and was mad that my daughter didn’t just use her sources."
"My Freshman was asked to write an article based off opinion whether it was appropriate or inappropriate to kneel during the national anthem. The teacher would not allow them to find there own sources and provided 3 articles for references. 2 of the 3 articles were in favor of kneeling and the other article only gave a tiny bit to back up my daughters opinion about it being inappropriate. We asked the teacher if we could find credible sources to back up her argument, she finally agreed but then back tracked later and was mad that my daughter didn’t just use her sources."
Canyons School District:
"My son is enrolled in an A.P. American History class... I first noticed a problem when one of my son’s first assignments was all about the 1619 Project. I had heard all about this curriculum and was opposed to this being taught in school, so when I saw that the assignment was given I was concerned."
"My son is enrolled in an A.P. American History class... I first noticed a problem when one of my son’s first assignments was all about the 1619 Project. I had heard all about this curriculum and was opposed to this being taught in school, so when I saw that the assignment was given I was concerned."
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Canyons School District:
School Board Meeting - School Plan 2021-2022 |
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Davis School District:
"The teacher explained to the students, while teaching them about the injustices of the past, that all the white children attending the school needed to acknowledge their own racism. She explained that whites are inherently racist because they are experiencing white privilege."
"The teacher explained to the students, while teaching them about the injustices of the past, that all the white children attending the school needed to acknowledge their own racism. She explained that whites are inherently racist because they are experiencing white privilege."
Davis School District:
"We had problems with her geography class almost immediately. Her teacher was a proponent of Black Lives Matter and pushed her political beliefs and ideology on her students daily. My husband is a police officer, and one discussion, in particular, was very troubling to my daughter. I emailed the teacher as well as the principal of the school. The teacher tried to sweep it under the rug, though she did send me a recording of the discussion. I was more upset after watching it because it was a very political discussion and I felt that the environment created by the teacher did not allow students to express opinions that were different. My daughter tried at first, but it was a very hostile environment. I never heard a word from the principal. We removed my daughter from [this school] at the end of the term."
"We had problems with her geography class almost immediately. Her teacher was a proponent of Black Lives Matter and pushed her political beliefs and ideology on her students daily. My husband is a police officer, and one discussion, in particular, was very troubling to my daughter. I emailed the teacher as well as the principal of the school. The teacher tried to sweep it under the rug, though she did send me a recording of the discussion. I was more upset after watching it because it was a very political discussion and I felt that the environment created by the teacher did not allow students to express opinions that were different. My daughter tried at first, but it was a very hostile environment. I never heard a word from the principal. We removed my daughter from [this school] at the end of the term."
Davis School District:
Hannah Holbrook Elementary in Bountiful. Display in the main hallway by the lunchroom:
A is for Activist - A person who works to bring about social or political change.
B is for Bias - Prejudice in favor of or against one thing, person, or group with another unusually in a way considered to be unfair.
C is for Change - Make it become different.
D is for Diverse - Showing a great deal of variety.
E is for Equity - The quality of being fair.
F is for Freedom - The power or right to act, speak, or think as one wants without hinderance.
G is for Grassroots - A movement that originates from the people.
H is for Human Rights - A right that every person is entitled to.
I is for Intent vs. Impact - “What I mean” vs “how the message is received”
J is for Justice - The quality of being fair and reasonable.
K is for Kindred - Similar or related.
L is for Legislation - The action or process of making laws.
M is for Mutually Beneficial - Good for all involved.
N is for Nuance - Very small differences in appearance, meaning and sound.
O is for Organizing - Planning an event or activity for united action.
P is for Protest - A public expression of disapproval towards an idea or course of action.
Q is for Question - To ask in order to get more information; a problem for discussion.
R is for Respect - To hold on esteem or honor.
S is for Social Justice - The objective of creating a fair and equal society where everyone matters, their rights are recognized and protected, and decisions are made in ways that are fair and honest.
T is for Transform - To change in character and condition.
U is for Uplift - To elevate someone morally or spiritually.
V is for Vote - The act of showing your choice in an election or meeting.
W is for Woke - Alert to injustice in society, especially racism.
X is for Xenophobia - Dislike of or prejudice against people from other countries.
Y is for Yes We Can - A phrase used to appeal to the disenfranchised and inspire change.
Z is for Zero Tolerance - An uncompromising policy that has not been shown to improve climate or safety."
Hannah Holbrook Elementary in Bountiful. Display in the main hallway by the lunchroom:
A is for Activist - A person who works to bring about social or political change.
B is for Bias - Prejudice in favor of or against one thing, person, or group with another unusually in a way considered to be unfair.
C is for Change - Make it become different.
D is for Diverse - Showing a great deal of variety.
E is for Equity - The quality of being fair.
F is for Freedom - The power or right to act, speak, or think as one wants without hinderance.
G is for Grassroots - A movement that originates from the people.
H is for Human Rights - A right that every person is entitled to.
I is for Intent vs. Impact - “What I mean” vs “how the message is received”
J is for Justice - The quality of being fair and reasonable.
K is for Kindred - Similar or related.
L is for Legislation - The action or process of making laws.
M is for Mutually Beneficial - Good for all involved.
N is for Nuance - Very small differences in appearance, meaning and sound.
O is for Organizing - Planning an event or activity for united action.
P is for Protest - A public expression of disapproval towards an idea or course of action.
Q is for Question - To ask in order to get more information; a problem for discussion.
R is for Respect - To hold on esteem or honor.
S is for Social Justice - The objective of creating a fair and equal society where everyone matters, their rights are recognized and protected, and decisions are made in ways that are fair and honest.
T is for Transform - To change in character and condition.
U is for Uplift - To elevate someone morally or spiritually.
V is for Vote - The act of showing your choice in an election or meeting.
W is for Woke - Alert to injustice in society, especially racism.
X is for Xenophobia - Dislike of or prejudice against people from other countries.
Y is for Yes We Can - A phrase used to appeal to the disenfranchised and inspire change.
Z is for Zero Tolerance - An uncompromising policy that has not been shown to improve climate or safety."
Granite School District:
"This past October when my 6 year-old in first grade came home from school, I asked him what he learned about that day. He said "I learned about the bad man that killed lots of people and never made it here." It took me a moment, but then I realized he was talking about Columbus. It was Columbus Day that day. "
"This past October when my 6 year-old in first grade came home from school, I asked him what he learned about that day. He said "I learned about the bad man that killed lots of people and never made it here." It took me a moment, but then I realized he was talking about Columbus. It was Columbus Day that day. "
"Iron County School District:
"The students were hijacked into listening to a one sided and inaccurate presentation [by the Director of the Office of Diversity and Inclusion at SUU]. They were put in a room of adults in authority and introduced to a person of authority. The parents to my knowledge were not informed of the discussion and topic and presenter before hand. This is irresponsible."
"The students were hijacked into listening to a one sided and inaccurate presentation [by the Director of the Office of Diversity and Inclusion at SUU]. They were put in a room of adults in authority and introduced to a person of authority. The parents to my knowledge were not informed of the discussion and topic and presenter before hand. This is irresponsible."
Jordan School District:
"The first day of the 4th quarter [12th Grade Language Arts my daughter] went to class and they had to do a "Privilege Walk". The teacher had all the kids standing in a row and then asked them questions and if they could answer yes to the question then they took one step forward. Now obviously the point of this was to have all the white kids in the front at the end and then have the "black and brown" kids in the back to show how their life is so hard and white kids have it so easy. The questions asked were things like, "Take one step forward if you can drive your car without being pulled over because of your race" or "Take one step forward if you live with both of your parents". Some of the questions were a bit more personal and shocking. One question was "Take one step forward if you have never been sexually assaulted". My daughter, who is black, came home very upset that day. She said she knew exactly what the teacher was after and it was just all around uncomfortable for everyone in the class room. We emailed her teacher and the principal. We were told that the 4th quarter for 12th grade L. A. in the Jordan School District was "Civil Discourse". We pulled her from the class and instead she read a book and did a packet at home. As black Americans and with a long history of our family and ancestors fighting for civil rights, this was just very insulting and offensive."
"The first day of the 4th quarter [12th Grade Language Arts my daughter] went to class and they had to do a "Privilege Walk". The teacher had all the kids standing in a row and then asked them questions and if they could answer yes to the question then they took one step forward. Now obviously the point of this was to have all the white kids in the front at the end and then have the "black and brown" kids in the back to show how their life is so hard and white kids have it so easy. The questions asked were things like, "Take one step forward if you can drive your car without being pulled over because of your race" or "Take one step forward if you live with both of your parents". Some of the questions were a bit more personal and shocking. One question was "Take one step forward if you have never been sexually assaulted". My daughter, who is black, came home very upset that day. She said she knew exactly what the teacher was after and it was just all around uncomfortable for everyone in the class room. We emailed her teacher and the principal. We were told that the 4th quarter for 12th grade L. A. in the Jordan School District was "Civil Discourse". We pulled her from the class and instead she read a book and did a packet at home. As black Americans and with a long history of our family and ancestors fighting for civil rights, this was just very insulting and offensive."
Jordan School District:
"During Black History month our Librarian at our school decided to share a controversial book with elementary aged students 3-6 grade. She shared the book called; This Book is Anti-Racist. I can tell you after hearing my 5th grader talk about the book and after researching the book myself, I found that the book was in fact the very opposite. The book is loaded with anti-white semantics...as well as activism and standing up to adults in your life."
"During Black History month our Librarian at our school decided to share a controversial book with elementary aged students 3-6 grade. She shared the book called; This Book is Anti-Racist. I can tell you after hearing my 5th grader talk about the book and after researching the book myself, I found that the book was in fact the very opposite. The book is loaded with anti-white semantics...as well as activism and standing up to adults in your life."
Murray School District:
Equity Book Bundle
Equity Book Bundle
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Nebo School District:
"In BOTH my students' Honors English classes the class was asked which of the classics they'd be interested in reading. Interestingly, both classes said they wanted to read To Kill a Mockingbird. They thought this would be a great choice in light of our world right now, as it teaches love and respect for all no matter what their story or differences. Surprisingly, BOTH my students' teachers said they couldn't read To Kill a Mockingbird because it has a white Savior figure. Why does it matter who exemplifies good? Why are we concerned about the race of someone when we should be pointing to qualities of integrity, honor, respect, and love? "
"In BOTH my students' Honors English classes the class was asked which of the classics they'd be interested in reading. Interestingly, both classes said they wanted to read To Kill a Mockingbird. They thought this would be a great choice in light of our world right now, as it teaches love and respect for all no matter what their story or differences. Surprisingly, BOTH my students' teachers said they couldn't read To Kill a Mockingbird because it has a white Savior figure. Why does it matter who exemplifies good? Why are we concerned about the race of someone when we should be pointing to qualities of integrity, honor, respect, and love? "
Ogden School District:
"During an AP World History class, the teacher had my son stand up and then explained to the rest of the students how my son's being tall, good-looking, athletic, blond, and male made everyone else's lives harder. I am not sure how long the "discussion" went on, but my son came home and told me that he didn't mean to oppress women. We had a lengthy discussion about critical race theory, and that his mere existence did not oppress anyone. I was incredibly displeased"
"During an AP World History class, the teacher had my son stand up and then explained to the rest of the students how my son's being tall, good-looking, athletic, blond, and male made everyone else's lives harder. I am not sure how long the "discussion" went on, but my son came home and told me that he didn't mean to oppress women. We had a lengthy discussion about critical race theory, and that his mere existence did not oppress anyone. I was incredibly displeased"
Provo School District:
In 1th grade US History at Provo High School "The course content selected by the instructor focuses on just the social issues. There is never an alternate perspective shared to allow students the ability to look at other perspectives. If I was only taught this information, I would dislike America too"
In 1th grade US History at Provo High School "The course content selected by the instructor focuses on just the social issues. There is never an alternate perspective shared to allow students the ability to look at other perspectives. If I was only taught this information, I would dislike America too"
Weber:
"The equity director told him that although they will not be teaching CRT per se, that CRT will begin to impact their districts policies and procedures."
"The equity director told him that although they will not be teaching CRT per se, that CRT will begin to impact their districts policies and procedures."
Recent “Equity and Diversity” Training for Utah Educators
Watch Now! See for yourself how the critical race theory philosophy is already in our education system.
This is a recent “Equity and Diversity” Training that was done for Utah Educators. This is Critical Race Theory.
This training was viewed and approved by the Utah State Board Superintendency and USBE Legal Council. It was conducted in April of 2021. Although it was removed at the USBE Board request, it illustrates the priorities of the USBE Equity Team.
Critical Race Theory is a violation of the Title VI Civil Rights Law, which says, “No person in the United States shall, on the ground of race, color, or national origin... be subjected to discrimination under any program or activity…”
This is a recent “Equity and Diversity” Training that was done for Utah Educators. This is Critical Race Theory.
This training was viewed and approved by the Utah State Board Superintendency and USBE Legal Council. It was conducted in April of 2021. Although it was removed at the USBE Board request, it illustrates the priorities of the USBE Equity Team.
Critical Race Theory is a violation of the Title VI Civil Rights Law, which says, “No person in the United States shall, on the ground of race, color, or national origin... be subjected to discrimination under any program or activity…”
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Federal Funding (ESSER) to prioritize the 1619 Project in Utah Schools
Changes have recently been made in Federal Rule--meaning no legislation is required that will now be required for schools to receive federal funding for use in American History and Civics Education.
The funding channels for these programs are long established on both a federal and state level. What is changing is what is being required to teach in order to continue to receive the funding. In this language you see explicit examples that of using the "1619 Project" and the work of Ibram X. Kendi who wrote "How to Be an Antiracist" as part of the curriculum.
https://www.federalregister.gov/.../proposed-priorities...
Federal Register :: Proposed Priorities-American History and Civics Education
The Department of Education (Department) proposes two priorities for the American History and Civics Education programs, including the Presidential and Congressional Academies for American History and Civics(Academies) and National Activities programs, Assistance Listing Numbers 84.422A and...
www.federalregister.gov
Federal education funds are distributed to states/districts and LEAs via a grant process.
All the new monies that the districts will be receiving through the COVID-federal govt. funding will be distributed in this same way. By doing it this way, the federal govt. has "soft" control over curriculum options.
The new federal register rule makes it so that CRT curriculum including the 1691 Project, will be a viable option for the use of the federal money distributed to the schools.
Here is the link to the link to the agreement for how those funds that Utah has been given and will continue to receive can be used.
https://schools.utah.gov/file/8dac485d-79ae-4239-81e0-a4fc45f64ba8
The Federal Registry notice addresses changes to "Title II, part B, subpart 3 of the Elementary and Secondary Education Act of 1965"
Page 2 of the Utah Schools document says that the funds can be used for "Any activity authorized by the ESEA of 1965,"
The rule change done via the Registry would essentially put CRT curriculum on the shelf for any district or LEA to access, use and teach via the grant funding process.
The funding channels for these programs are long established on both a federal and state level. What is changing is what is being required to teach in order to continue to receive the funding. In this language you see explicit examples that of using the "1619 Project" and the work of Ibram X. Kendi who wrote "How to Be an Antiracist" as part of the curriculum.
https://www.federalregister.gov/.../proposed-priorities...
Federal Register :: Proposed Priorities-American History and Civics Education
The Department of Education (Department) proposes two priorities for the American History and Civics Education programs, including the Presidential and Congressional Academies for American History and Civics(Academies) and National Activities programs, Assistance Listing Numbers 84.422A and...
www.federalregister.gov
Federal education funds are distributed to states/districts and LEAs via a grant process.
All the new monies that the districts will be receiving through the COVID-federal govt. funding will be distributed in this same way. By doing it this way, the federal govt. has "soft" control over curriculum options.
The new federal register rule makes it so that CRT curriculum including the 1691 Project, will be a viable option for the use of the federal money distributed to the schools.
Here is the link to the link to the agreement for how those funds that Utah has been given and will continue to receive can be used.
https://schools.utah.gov/file/8dac485d-79ae-4239-81e0-a4fc45f64ba8
The Federal Registry notice addresses changes to "Title II, part B, subpart 3 of the Elementary and Secondary Education Act of 1965"
Page 2 of the Utah Schools document says that the funds can be used for "Any activity authorized by the ESEA of 1965,"
The rule change done via the Registry would essentially put CRT curriculum on the shelf for any district or LEA to access, use and teach via the grant funding process.
Exposing divisive theories being taught in Utah's schools right now.
We want cultural diversity. We want to be inclusive. We want to teach students how to love other cultures, but Critical Race Theory undermines those goals. This is NOT the Utah way. See original Fox video here
What others states are doing to combat CRT
NC Lt. Governor FIGHTS Back Against
"Woke" Indoctrination in Schools
NC has a task force from lieutenant Gov. office to stop indoctrination in schools. We need to make this happen in Utah.
Oklahoma Governor, Kevin Stitt, explains why he signed
HB 1775 against CRT
HB 1775 prevents the teaching of the academic theory that holds that racism is ingrained in the history of the United States and still impacts laws in place today. See the Hill article here.
Idaho Governor, Brad Little, bans CRT in Public Schools
Idaho was the first state to ban CRT in the USA.
Read the full article here.
Read the full article here.
Would President Biden's Executive Order hold up in a court of law against established and hard won
Civil Rights laws?
This video was created by the US Department of Education two months before the end of President Trump’s term and archived on YouTube on Jan 20th, President Biden’s inauguration. President Biden’s executive order, issued in January, challenges Title VI of the Civil Rights Law. Title VI protects us from discrimination in our schools and workplaces.
What is Critical Race Theory?
by Prager U
Contrasting CRT with American Ideals
,Watch this 2-minute video to learn more about CRT. If you want to learn more check, out this video playlist.