Oklahoma High Schools Introduce Controversial 2020 Election Conspiracy Theories as Curriculum: What Parents and Students Need to Know

In Oklahoma, a new social studies curriculum for high school students is stirring up debate. Under newly updated guidelines, students are asked to identify “discrepancies” in the 2020 election results. This changes the previous approach, which simply encouraged examining related issues.

The updates were initiated by Ryan Walters, the state school superintendent and a supporter of Donald Trump. He believes this curriculum shift corrects what he sees as a liberal bias in education. He has criticized what he calls “left-wing indoctrination,” arguing that education should focus more on American history and values.

Walters’ revisions include a more detailed look at controversial topics, such as the sudden halt of voting in key cities during the election. This is a significant shift from the earlier standard, which was less directive. Critics argue that this approach could mislead students and promote a questionable view of history.

While some Oklahoma teachers express concern over the changes, others feel they offer necessary flexibility for effective teaching. Aaron Baker, a high school government teacher, worries about teachers in more conservative areas feeling pressured to push personal beliefs in the classroom.

In addition to curricular changes, Walters has also suggested removing discussions on movements like Black Lives Matter from school materials. This has provoked dissatisfaction among educators and parents alike, leading to lawsuits questioning the legitimacy of these new standards. They argue that the changes did not undergo proper review and reflect a biased perspective.

Recent surveys indicate that a significant portion of Oklahoma’s public supports teaching a balanced view of history. About 74% of parents and educators believe it’s essential for students to learn about diverse perspectives, including events like George Floyd’s death.

Interestingly, even among Republican leaders, there are worries about the implications of these new guidelines. They raised concerns over last-minute changes made just before the school board’s vote, particularly regarding sensitive topics like the origin of COVID-19, which were controversially attributed to a Chinese lab.

In the backdrop of these changes, grassroots conservative groups, such as Moms for Liberty, have significantly influenced local politics. They effectively mobilize support for pro-Trump initiatives and threaten repercussions for lawmakers perceived as opposing these efforts.

A committee made up mostly of individuals from conservative think tanks reviewed the standards, which raises further questions about objectivity. Among those involved were prominent conservative figures, which critics claim could compromise the integrity of the educational material.

Despite extensive recounts that confirmed Joe Biden’s victory in the 2020 election, Walters argues that teaching about the election is essential to understand significant historical events. He insists that the curriculum updates aim to prepare students for the complexities of history and civic engagement.

In January, another proposed rule was passed requiring parents enrolling children in public schools to show proof of immigration status. This has met significant backlash from families and advocates, who view it as a discriminatory policy.

Overall, the ongoing changes reflect a challenging dialogue about education, history, and the values being instilled in students. As educational content continues to evolve, the balance between presenting factual history and ideological beliefs remains a contentious issue across the nation.



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