We've Found A Witch - May We Burn Her?

If You Don't Eat Your Meat, You Can't Have AP Credit

Yesterday I posted Sen. Brecheen's bill in the Oklahoma Senate trying to replace College Board's Advanced Placement U.S. History courses across Oklahoma with a list of 50+ documents to memorize. If that method was good enough for the Ancient Chinese, it should be good enough for the kid hoping to run the feed store one day, no?

And in the Senator's defense, it's a pretty good list. Most are standard, important American documents, and in what must have been a real stretch for him, he managed to include an Indian, two angry broads, and FOUR NEGROES! Clearly a new day has dawned in Oklahoma broad-mindedness.

We kept out them Hispanics, of course - probably wrote THEIR stuff illegally anyways.

A colleague was kind enough to point out variations in the House version of the bill, so I'm posting it here for your illumination. If all goes well, I'll have some more specific thoughts on these in the next 24 hours - when I'm not flinging spittle from my general outrage we're even having this discussion this way. I mean, seriously - are they killing any hope our kids may ever have out of blind ignorance and lack of any concern for reality, or is it openly malicious in service of some greater end?

Why do they hate us? Why do they find any suggestion we help teach our kids to think to be such an atrocity? They can still lock up whatever percentage of our young women aren't currently pregnant and beat up gay kids in the name of Jesus - that's what the 14th Amendment is all about. But why do you hate us for trying, however humbly, to teach?

1st Session of the 55th Legislature (2015)
By: Fisher


An Act relating to schools; directing the State Board of Education to adopt a certain United States History program and assessment; requiring United States History courses to include the study of certain documents; listing the documents; amending 70 O.S. 2011, Section 1210.703, which relates to financial incentives awarded to schools under the Oklahoma Advanced Placement Incentive Program; prohibiting the awarding of grants or expenditure of money for any Advanced Placement United States History course until certain conditions are met; providing for codification; providing an effective date; and declaring an emergency.


SECTION 1. NEW LAW - A new section of law to be codified in the Oklahoma Statutes as Section 11-103.12 of Title 70, unless there is created a duplication in numbering, reads as follows:

A. By the 2015 - 2016 school year, the State Board of Education shall identify and adopt a United States History program and corresponding test which school districts shall offer in lieu of the Advanced Placement United States History course and test. The program and test shall not contradict or conflict with the subject matter standards for United States History adopted by the Board.

B. Any United States History course offered in schools in the state, including Honors and Advanced Placement courses shall include as part of the primary instruction the appropriate grade-level study of the following foundational and historical documents:

1. Organic documents from the pre-Colonial, Colonial, Revolutionary, Federalist and post-Federalist eras of the United States;

2. The major principles in the Federalist Papers;

3. The writings, speeches, documents and proclamations of the Founders and Presidents of the United States;

4. Founding documents of the United States that contributed to the foundation or maintenance of the representative form of limited government, the free-market economic system and American exceptionalism;

5. Objects of historical significance that have formed and influenced the United States legal or governmental system and that exemplify the development of the rule of law including, but not limited to, the Magna Carta, the Mecklenburg Declaration, the Ten Commandments and the Justinian Code;

6. United States Supreme Court decisions;

7. Acts of the United States Congress, including the published text of the Congressional Record;

8. United States treaties;

9. Other documents, writings, speeches, proclamations and recordings related to the history, heritage and foundation of the United States, including but not limited to:

a. the Declaration of Independence, 

b. the United States Constitution and its amendments, 

c. the Mayflower Compact, 

d. the Bill of Rights, 

e. the Articles of Confederation, 

f. the Virginia Plan, 

g. the Northwest Ordinance, 

h. the national motto, 

i. the national anthem, 

j. the sermon known as "A Model of Christian Charity" by John Winthrop, 

k. the sermon known as "Sinners in the Hands of an Angry God" by Jonathan Edwards, 

l. the Give Me Liberty or Give Me Death speech made by Patrick Henry, 

m. the letter known as "Remember the Ladies" by Abigail Adams, 

n. the writing titled "Common Sense, Section III: Thoughts on the Present State of American Affairs" by Thomas Paine,  

o. the essay "Federalist No. 10" by James Madison, 

p. the Farewell Address made by George Washington, 

q.  the Monroe Doctrine statement made by James Monroe, 

r. the complete overview of the book titled "Democracy in America" by Alexis de Tocqueville, 

s. the document known as the "Declaration of Sentiments" by Elizabeth Cady Stanton, 

t. the Independence Day speech made by Frederick Douglass at Rochester, New York, 

u. the House Divided speech made by Abraham Lincoln, 

v. the Gettysburg Address made by Abraham Lincoln, 

w. the Second Inaugural address made by Abraham Lincoln, 

x. the surrender speech made by Chief Joseph, 

y. the poem titled "The New Colossus" by Emma Lazarus, 

z. the article titled "The Gospel of Wealth" by Andrew Carnegie, 

aa. the essay titled "The Significance of the Frontier in American History" by Frederick Jackson Turner, 

bb. the Atlanta Compromise speech made by Booker T. Washington, 

cc. the Cross of Gold speech made by William Jennings Bryan, 

dd. the Roosevelt Corollary made by Theodore Roosevelt, 

ee. the New Nationalism speech made by Theodore Roosevelt,  

ff. the Peace Without Victory speech made by Woodrow Wilson, 

gg. the First Inaugural address made by Franklin D. Roosevelt, 

hh. portions of the book titled "The Grapes of Wrath" written by John Steinbeck, 

ii. the Four Freedoms speech made by Franklin D. Roosevelt, 

jj. the Day of Infamy speech made by Franklin D. Roosevelt, 

kk. the article titled "The Sources of Soviet Conduct" by George Kennan, 

ll. the address that became known as the Truman Doctrine made by Harry S. Truman, 

mm. the Address on Little Rock, Arkansas made by Dwight Eisenhower, 

nn. the Farewell Address made by Dwight Eisenhower, 

oo. the Inaugural address made by John F. Kennedy, 

pp. the Decision to Go to the Moon speech made by John F. Kennedy, 

qq. the letter known as the "Letter from Birmingham Jail" written by Martin Luther King, Jr., 

rr. the I Have a Dream speech made by Martin Luther King, Jr.,  

ss. the Ballot or the Bullet speech made by Malcolm X, 

tt. the Great Society speech made by Lyndon B. Johnson, 

uu. the American Promise speech made by Lyndon B. Johnson, 

vv. the First Inaugural address made by Ronald Reagan, 

ww. the 40th Anniversary of D-Day speech made by Ronald Reagan, 

xx. the Remarks at the Brandenburg Gate speech made by Ronald Reagan, and 

yy. the Address to the Nation speech made by George W. Bush on September 11, 2001.

SECTION 2. AMENDATORY 70  O.S. 2011, Section 1210.703, is amended to read as follows:

Section 1210.703

A. Contingent upon the provision of appropriated funds designated for the Oklahoma Advanced Placement Incentive Program, the State Board of Education is hereby authorized to award schools:

1. A one-time equipment and/or instructional materials grant for the purpose of providing an advanced placement course, based on criteria established by the Department. Schools which receive the grants shall:

a. offer the advanced placement courses beginning the school year following receipt of the grant,

b. provide the College Board training within one (1) year of the grant award, including at least a one-week summer institute. Teachers shall be encouraged to attend annual follow-up training, and

c. make available advanced placement examinations to all students taking the course for which a grant has been awarded;

2. Additional grants to school sites demonstrating successful implementation, as defined by the State Board of Education, of the courses for which the first grants were awarded. Schools may qualify for additional grants a minimum of four (4) years after receiving a grant award;

3. Subsidized training for advanced placement courses, preadvanced placement courses, or International Baccalaureate courses in a form, manner and time prescribed by the Department;

4. One Hundred Dollars ($100.00) for each score of three or better on an advanced placement test or four or better on an International Baccalaureate examination; provided, these funds shall be used for the purpose of Advanced Placement Program development;

5. For those students who demonstrate financial need as defined by the College Board or the International Baccalaureate Organization, a share of the advanced placement or International Baccalaureate test fee;

6. For those students who take more than one advanced placement or International Baccalaureate test in one (1) year, a share of the advanced placement test or International Baccalaureate fee in a manner prescribed by the Board; and

7. Grants for the purpose of developing an advanced placement vertical team based on criteria established by the Board.

B. Upon completion of the test, the State Department of Education shall obtain from the College Board and the International Baccalaureate Organization a list of students in Oklahoma who scored a three or higher on the advanced placement test or a four or higher on the International Baccalaureate test. Financial incentives for schools provided in this section shall be awarded at the beginning of the next school year following the school year in which the test was taken.

C. Any new expenditure authorized pursuant to Section 1210.701et seq. of this title shall be contingent upon the availability of funds.

D. Beginning with the 2015-2016 school year, the Board shall not award any grants to school districts or make any expenditure of state funds as authorized pursuant to this section for equipment, instructional materials, course development, professional development or training, examination awards or examination scholarships for the Advanced Placement United States History course until the College Board changes the framework for the course and reverts back to the course framework and examination that were used prior to the 2014-2015 school year.

SECTION 3. This act shall become effective July 1, 2015.

SECTION 4. It being immediately necessary for the preservation of the public peace, health and safety, an emergency is hereby declared to exist, by reason whereof this act shall take effect and be in full force from and after its passage and approval.

55-1-6139  KB   01/19/15

There's that "EMERGENCY" thing again. Clearly these guys are caught COMPLETELY off guard by things which lumber into existence over a period of years on a fairly regular basis.

Too many thoughts to try to be clear just yet - well, that and I have students to brainwash into anti-Americanism through my blatant disregard of Kennan's article on Soviet conduct.

And I'd have gotten away with it, too, if it weren't for those meddling legislators.

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The only "emergency" that exists is that the children might become successful, thinking adults. I will never understand why that is a problem for people. I don't understand the logic of retreating behind "patriotism" and "nationalism" at the expense of understanding "other". They complain about the cost of war and the threats to freedom, and then they refuse to let kids learn about others to avoid war and remove all freedom that exists in education. This is the same kind of logic that says we need to get people off of welfare and public assistance, but God forbid you loose women not have a baby that you didn't want in the first place and will now place you on public assistance. They want all of the cake and two forks, but they can't manage a logical thought with that mouthful. And this is why I'd like to storm the TEA/State Board of ED in TX with torches and pitchforks- Moses was not a founding figure of the United States no matter how you slice it, TEXAS!!!

Mari, you might feel better if you didn't hold back so much. Perhaps if you came right out and said what's on your mind...  :-)

I agree wholeheartedly, although I'd add that the leaders of these movements prey on the fear and ignorance of their constituents to create godless liberal boogeymen from which they're willing to protect us. It's completely unnecessary, as the real liberals are frightening enough by themselves :-)

I'd like to distinguish, though, between people of good intentions who SHOULD know better but DON'T, and who let themselves be led about like this, and those with real power who DO know better and exploit those under them anyway. The former deserve criticism or correction, the latter condemnation.

In my humble opinion.

I am so glad we have the Oklahoma legislature to write our curriculum. God forbid it be left up to professional educators.

I know! I can't wait until their parenting manuals, cookbooks, relationship advice, and guides for how to create real art come out!

Here's my wish for Oklahoma's kids. The legislature will somehow find more funding so teachers can finally get compensated for their extremely hard and unappreciated work, we can equip classrooms with technology and we can bring the level of school spending up to what it used to be 10 years ago, and then some. Then, and only then, will we graduated children who are well educated, critical thinkers who will run for election and replace the morons who now sit in the esteemed halls of the Oklahoma Legislature! My dog could write better legislation (at least he has an inkling of what's relevant in the 21st century)!

Debby, I think you've just hit on a major reason why so few in power seem to have much motivation to promote - or even allow - serious education on a large scale. Not that I'm a conspiracy guy or anything... :-)

This piece and the next, with their PYTHON allusions, gave me the only chuckles I've had in this situation. Anti-intellectualism is alive and well, and sitting securely in the OK Legislature.

These measures will cost parents thousands in tuition they would be forced to pay, if kids couldn't earn credit with AP tests. Another unfunded mandate!


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