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Parents in Washington Worried About Introduction of Native American History in Schools

Education

Parents in Washington Worried About Introduction of Native American History in Schools

The history of the Native American people in the United States is sensitive for reasons everyone knows, and in a new development, the State of Washington is in the process of making the study of Native American History a compulsory subject in schools across the state. However, that has not gone down well with many of the parents in the state, and the main reason behind their reluctance stems from the fact that the instruction could turn out to be a one-sided one. The parents believe that the children would be given a one-eyed view of history and would end up being fascinated with left wing ideology from an early age.

The Office of the Superintendent of Public Instruction has already revealed its plans in its official website, and before long the law could be introduced in state schools in the state. The current Democratic governor of the State of Washington Jay Inslee had ratified the bill into law back in 2015, and now it is all set to be implemented in the curriculums of state schools. According to the release in the website, the name of the curriculum is Since Time Immemorial: Tribal Sovereignty in Washington State” and it deals with a variety of aspects with regards to the history of the Native Americans.

However, there is one lesson about which many believe might not go down as well as the education authorities might think and it is titled “Encounter, Colonization, and Devastation: The Tribal Perspective”. In addition to that, it is the teaching instruction that is causing the most discomfort to most. According to many, there is a ‘shock tactic’ involved in the instruction given to teachers and that has worried parents about the fact that their wards might be getting a one-eyed view of history. In relation to the lesson about a ‘sacred space’ of the Native Americans, the instructions given to teachers is clearly designed at shocking the students. It states, “Say something like, ‘Oh, I really love this part, don’t you? In fact, I would really like to have it. Can I?’ The student should look surprised and say, ‘No.’ You should persist, ‘Oh, come one. I just want this part.’ Tear that portion of the map. The student should look shocked and hurt. The observing students will certainly be shocked.”

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