Fake History Repeats Itself

March 19, 2015June 4, 2023 ~ Blue Cereal ~ 1 Comment

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Oh god, here we go again. I knew it would be back, but I thought it would take longer.

As a teacher, you fight ignorance, apathy, a little delusion here and there… part of the job is that kids are clueless, and we’re trying to help de-ignorize them.

From time to time (more and more often, I’m afraid) you have that kid whose parents are doing everything they can to prevent their child from ever having that first clue. They go to extreme, hostile measures to shield them from the least little bit of accountability, from any real academic or behavioral expectations, and they demand high marks and rainbow connections in return. You know they’re ruining whatever chance this kid has to ever not be useless – you know they’re probably setting the kid up for a long, painful existence even when they’re NOT in jail.

But they’re the parents, and while you have some control over what you will or won’t do, in the end they’re pretty much in charge of their minor child.

That’s what it’s like to live in Oklahoma. The entire state is, in the end, controlled by malicious idiocy. We can rant and complain, we can “educate” our understaffed little asses off, but we can’t fix it. They’re in charge – and they’re going to stay in charge for the forseeable future.

Tell me again what a GREAT idea democracy is. Good thing we gave the vote to all the stupid people, isn’t it?

Representative Dan Fisher, Black Robed Regiment Bringer Backer, has authored a Concurrent Resolution condemning APUSH for not being ‘Merican enough. A Concurrent Resolution isn’t a law – it’s the kind of thing usually used to commemorate the local football team’s one win of the season or acknowledge National Potato Week – but it’s still worth looking at.

I’m trying to clarify a few things for myself regarding what actual impact a ‘resolution’ can have on the State Board of Education or how tax dollars are or are not spent before I rant further – not that having all the facts should be an issue here, given the nature of the legislation we keep having to debunk.

In the meantime, here it is, word for word. Keep in mind that if you don’t like something you see here, it’s because you’re “dishonest” and because you’re too stupid to understand what he means.

You gotta love small people with just enough power to become truly loathsome.

HOUSE OF REPRESENTATIVES – FLOOR VERSION
STATE OF OKLAHOMA – 1st Session of the 55th Legislature (2015)
HOUSE CONCURRENT RESOLUTION 1002 By: Fisher
AS INTRODUCED
A Concurrent Resolution urging the College Board to change the Advanced Placement United States History course framework and examination; directing the State Board of Education not to award grants or expend certain money for any Advanced Placement United States History course or examination until certain conditions are met; directing the State Board to explore certain options; directing the State Board and boards of education to make certain decisions using certain criteria; and directing distribution.
WHEREAS, approximately 500,000 students in the United States take the College Board’s Advanced Placement United States History course each year; and WHEREAS, in Oklahoma, approximately 5,000 students are enrolled in an Advanced Placement United States History course for the 2014-2015 school year; and WHEREAS, traditionally the Advanced Placement United States History course was designed to present a balanced view of American history and to prepare students for college-level history courses; and
WHEREAS, the College Board is a private not-for-profit organization that is responsible for administering the SAT college readiness examination and for developing and providing Advanced Placement (AP) courses and examinations in various subject areas; and
WHEREAS, the College Board released changes to the Advanced Placement United States History course framework which took effect for the 2014-2015 school year and will be assessed with the May 2015 administration of the Advanced Placement United States History examination; and
WHEREAS, the new Advanced Placement United States History course framework differs from the current Oklahoma Academic Standards for Social Studies-United States History; and WHEREAS, the new Advanced Placement United States History course framework and examination emphasize the negative aspects of our nation’s history using the ideology of race, gender, class, and ethnicity to teach themes and events in United States history while omitting or minimizing positive aspects of United States history, which presents a radically revisionist, biased, and inaccurate view of United States history; and
WHEREAS, the Advanced Placement United States History course framework and examination neglect critical topics that were formerly part of the Advanced Placement United States History course. For example, very little is mentioned about the Founding Fathers, the principles of the Declaration of Independence, and the religious influences on our nation’s history; and
WHEREAS, the Advanced Placement United States History course framework and examination present inaccurate and incomplete views of historical events such as the motivations and actions of 17th through 19th century settlers, the causes of the Great Depression, and the development of and victory in the Cold War; and
WHEREAS, the Advanced Placement United States History course framework and examination exclude discussion of the United States military (no battles, commanders, or heroes), and omit individuals and events that greatly shaped our nation’s history such as Albert Einstein, Jonas Salk, George Washington Carver, Rosa Parks, Dr. Martin Luther King Jr., the Tuskegee Airmen, the Holocaust, and many other critical topics that have long been part of the Advanced Placement United States History course and examination; and
WHEREAS, some of the best and brightest students in Oklahoma will be studying history according to the Advanced Placement United States History course framework developed by the College Board, which has stated “any teacher who presents the principles of the American Constitution taught in the traditional way would be severely disadvantaging students for the College Board examination”; and
WHEREAS, despite offering revisions and clarifications to the Advanced Placement United States History course framework, the College Board has refused to change the themes and key concepts of the framework; thus the Advanced Placement United States History required knowledge that is currently being taught to Oklahoma students is inaccurate, biased and negative and includes revisionist themes and concepts; and
WHEREAS, in order to prepare students for the Advanced Placement United States History examination, Oklahoma teachers who teach the Advanced Placement United States History course will have to be trained in and adopt materials which are in conflict with the Oklahoma Academic Standards in Social Studies-United States History; and
WHEREAS, if the Advanced Placement United States History course framework is taught in classrooms in the state it will usurp the Oklahoma Academic Standards in Social Studies-United States History.
NOW, THEREFORE, BE IT RESOLVED BY THE HOUSE OF REPRESENTATIVES OF THE 1ST SESSION OF THE 55TH OKLAHOMA LEGISLATURE, THE SENATE CONCURRING THEREIN:
THAT the College Board is hereby urged to withdraw the new Advanced Placement United States History course framework before the beginning of the 2015-2016 school year and replace it with the Advanced Placement United States History course framework that was in place prior to the 2014-2015 school year.
THAT the State Board of Education is directed not to use taxpayers’ money to implement or administer the Advanced Placement United States History course or examination and to withhold the award of grants under the Oklahoma Advanced Placement Incentive Program for funding teacher training, curriculum, instructional materials, examination awards and examination scholarships for the Advanced Placement United States History course and examination for the 2015-2016 school year and subsequent school years until the College Board reverts back to the previous Advanced Placement United States History course framework.
THAT the State Board of Education is directed to explore alternatives to the College Board’s Advanced Placement United States History course and examination that would offer Oklahoma students the same opportunities that the Advanced Placement program offers and is in agreement with the Oklahoma Academic Standards for Social Studies-United States History.
THAT the State Board of Education and all boards of education of school districts in Oklahoma are directed to make all decisions concerning the curriculum and materials used in courses and programs in United States History, Honors United States History and Advanced Placement United States History in accordance with the Oklahoma Academic Standards for Social Studies-United States History adopted by the State Board of Education and that all curriculum and materials have an emphasis on America’s founding principles, exceptionalism, and unique role in the world.
THAT copies of this resolution be distributed to David Coleman, President and Chief Executive Officer of the College Board, the State Superintendent of Public Instruction, the Governor of Oklahoma, and the Lieutenant Governor of Oklahoma.
DIRECT TO CALENDAR.

I don’t want to write about this again. I was enjoying my little Civil War series, and more than anything I wish I could afford to just pack up and move tomorrow. I’ve never known a state to work SO hard at getting even worse.

Examination Day – Fisher/Brecheen Edition

February 19, 2015June 4, 2023 ~ Blue Cereal

In February 1958, Henry Slesar took a carefuly look into the future and saw the ideal educational system envisioned by Senator Brecheen and Representative Fisher from Oklahoma’s future. He recorded his observations, but was unable to get them published until he labeled them ‘fiction’ and submitted them to the relatively new Playboy magazine – an irony he was likely unable to fully appreciate at the time.

He titled this lil’ prophecy “Examination Day.” You probably read it in middle school, although I suspect it’s destined for the ‘banned’ list soon.

Examination Day (Henry Slesar)

The Jordans never spoke of the exam, not until their son, Dickie, was twelve years old. It was on his birthday that Mrs. Jordan first mentioned the subject in his presence, and the anxious manner of her speech caused her husband to answer sharply.

‘Forget about it,’ he said. ‘He’ll do alright.’

They were at the breakfast table, and the boy looked up from his plate curiously. He was an alert-eyed youngster, with flat blond hair and a quick, nervous manner. He didn’t understand what the sudden tension was about, but he did know that today was his birthday, and he wanted harmony above all. Somewhere in the apartment there were wrapped, beribboned packages waiting to be opened, and in the tiny wall-kitchen, something warm and sweet was being prepared in the automatic stove. He wanted the day to be happy, and the moistness of his mother’s eyes, the scowl on his father’s face, spoiled the mood of fluttering expectation with which he had greeted the morning.

‘What exam?’ he asked.

His mother looked at the tablecloth. ‘It’s just a sort of Government intelligence test they give children at the age of twelve. You’ll be getting it next week. It’s nothing to worry about.’

‘You mean a test like in school?’

‘Something like that,’ his father said, getting up from the table. ‘Go read your comic books, Dickie.’

The boy rose and wandered towards that part of the room that had been ‘his’ corner since infancy. He fingered the topmost comic of the stack, but seemed uninterested in the colourful squares of fast-paced action. He wandered towards the window, and peered gloomily at the veil of mist that shrouded the glass.

‘Why did it have to rain today?’ he said. ‘Why couldn’t it rain tomorrow?’

His father, now slumped into an armchair with the Government newspaper, rattled the sheets in vexation. ‘Because it just did, that’s all. Rain makes the grass grow.’

‘Why, Dad?’

‘Because it does, that’s all.’

Dickie puckered his brow. ‘What makes it green, though? The grass?’

‘Nobody knows,’ his father snapped, then immediately regretted his abruptness.

Later in the day, it was birthday time again. His mother beamed as she handed over the gaily–coloured packages, and even his father managed a grin and a rumple-of-the-hair. He kissed his mother and shook hands gravely with his father. Then the birthday cake was brought forth, and the ceremonies concluded.

‘Dad,’ he said, ‘how far away is the sun?’

‘Five thousand miles,’ his father said.

*******

Dickie sat at the breakfast table and again saw moisture in his mother’s eyes. He didn’t connect her tears with the exam until his father suddenly brought the subject to light again.

“Well, Dickie,” he said, with a manly frown, “you’ve got an appointment today.”

“I know Dad. I hope —”

“Now, it’s nothing to worry about. Thousands of children take this test every day. The Government wants to know how smart you are, Dickie. That’s all there is to it.”

“I get good marks in school,” he said hesitantly.

“This is different. This is a — special kind of test. They give you this stuff to drink, you see, and then you go into a room where there’s a sort of machine —”

“What stuff to drink?” Dickie said.

“It’s nothing. It tastes like peppermint. It’s just to make sure you answer the questions truthfully. Not that the Government thinks you won’t tell the truth, but it makes sure.”

Dickie’s face showed puzzlement, and a touch of fright. He looked at his mother, and she composed her face into a misty smile.

“Everything will be all right,” she said.

“Of course it will,” his father agreed. “You’re a good boy, Dickie; you’ll make out fine. Then we’ll come home and celebrate. All right?”

“Yes sir,” Dickie said.

*******

They entered the Government Educational Building fifteen minutes before the appointed hour. They crossed the marble floors of the great pillared lobby, passed beneath an archway and entered an automatic lift that brought them to the fourth floor.

There was a young man wearing an insignia-less tunic, seated at a polished desk in front of Room 404. He held a clipboard in his hand, and he checked the list down to the Js and permitted the Jordans to enter.

The room was as cold and official as a courtroom, with long benches flanking metal tables. There were several fathers and sons already there, and a thin-lipped woman with cropped black hair was passing out sheets of paper.

Mr. Jordan filled out the form, and returned it to the clerk. Then he told Dickie: “It won’t be long now. When they call your name, you just go through the doorway at the end of the room.” He indicated the portal with his finger.

A concealed loudspeaker crackled and called off the first name. Dickie saw a boy leave his father’s side reluctantly and walk slowly towards the door.

At five minutes to eleven, they called the name of Jordan.

“Good luck, son,” his father said, without looking at him. “I’ll call for you when the test is over.”

Dickie walked to the door and turned the knob. The room inside was dim, and he could barely make out the features of the grey-tunicked attendant who greeted him.

“Sit down,” the man said softly. He indicated a high stool beside his desk. “Your name’s Richard Jordan?”

“Yes, sir.”

“Your classification number is 600-115. Drink this, Richard.”

He lifted a plastic cup from the desk and handed it to the boy. The liquid inside had the consistency of buttermilk, tasted only vaguely of the promised peppermint. Dickie downed it, and handed the man the empty cup.

He sat in silence, feeling drowsy, while the man wrote busily on a sheet of paper. Then the attendant looked at his watch, and rose to stand only inches from Dickie’s face. He unclipped a penlike object from the pocket of his tunic, and flashed a tiny light into the boy’s eyes.

“All right,” he said. “Come with me, Richard.”

He led Dickie to the end of the room, where a single wooden armchair faced a multi-dialled computing machine. There was a microphone on the left arm of the chair, and when the boy sat down, he found its pinpoint head conveniently at his mouth.

“Now just relax, Richard. You’ll be asked some questions, and you think them over carefully. Then give your answers into the microphone. The machine will take care of the rest.”

“Yes, sir.”

“I’ll leave you alone now. Whenever you want to start, just say ‘ready’ into the microphone.”

“Yes, sir.”

The man squeezed his shoulder, and left.

Dickie said, “Ready.”

Lights appeared on the machine, and a mechanism whirred. A voice said: “Complete this sequence. One, four, seven, ten, …”

*******

Mr. and Mrs. Jordan were in the living room, not speaking, not even speculating.

It was almost four o’clock when the telephone rang. The woman tried to reach it first, but her husband was quicker.

“Mr. Jordan?”

The voice was clipped: a brisk, official voice.

“Yes, speaking.”

“This is the Government Educational Service. Your son, Richard M. Jordan, Classification 600-115 has completed the Government examination. We regret to inform you that his intelligence quotient has exceeded the Government regulation, according to Rule 84 Section 5 of the New Code.”

Across the room, the woman cried out, knowing nothing except the emotion she read on her husband’s face.

“You may specify by telephone,” the voice droned on, “whether you wish his body interred by the Government, or would you prefer a private burial place? The fee for Government burial is ten dollars.”

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Dan Fisher is SHOCKED at What’s In His Bill

February 18, 2015June 4, 2023 ~ Blue Cereal ~ 2 Comments

NPR’s All Things Considered did a nice little 3 minute piece on the OK APUSH kerfuffle today, featuring our own Advanced Placement Heroine in Heels, Christine Custred:

You can listen to it here – and you should.

She was brilliant, of course. My favorite part was her subtle little play on ‘American exceptionalism’ as she celebrated our freedoms and our right to question even our own history, concluding, “THAT’s what’s really exceptional about America.” Well-played, Mrs. Custred.

They of course spoke with Rep. Dan Fisher who introduced HB1380. He is apparently in a perpetual state of shock and outrage.

Fisher claims to have heard from ‘a number of teachers’ who were concerned about the new framework?

A ‘number of teachers’? I call bullsh*t. Please, all thee so concerned, make thyselves known. We will greet thee with welcome and hear thy concerns.

I think most likely he heard from ONE concerned teacher (which, to be fair, IS a number) whose AP review books are suddenly outdated due to the format changes, and who has discovered a new revenue stream fighting APUSH. I suppose Rep. Fisher never claimed this many concerned teacher was from Oklahoma.

“In the new framework, little if anything is even emphasized about the Declaration of Independence, or the Constituiton, or our War of Independence. The Founders are hardly even mentioned. In fact, there’s one sentence out of George Washingtons’s Farewell Address – and it’s basically spun negatively.”

Here, go knock yourself out with the APUSH Course Outline. At the risk of seeming rude, Rep. Fisher apparently can’t recognize thematic outlines covering the causes and primary events in American Independence unless there are coloring pages with eagle noises in the background.

It is technically true the outline does not contain a hero-by-hero list of the Founders; it is equally true that you can’t possibly read this outline as ignoring or neglecting the Founders unless you either genuinely don’t understand enough U.S. History to read it correctly (no shame in that – it’s an Advance Placement course, after all) or you refuse to acknowledge anything not accompanied by fireworks and some Sousa.

“I was on the website for this new restaurant and I’m never going there! Not ONE WORD about plates or silverware – they apparently don’t even have CHAIRS, based on my word search of their menu! I’m afraid children will STARVE if this restaurant is one of their options!”

Here’s the actual reference to Washington’s Farewell Address:

C. Although George Washington’s Farewell Address warned about the dangers of divisive political parties and permanent foreign alliances, European conflict and tensions with Britain and France fueled increasingly bitter partisan debates throughout the 1790.

I’m at a loss. For those of you who don’t teach American History, this Address is known for two things above all else – warning the new nation of foreign entanglements and the dangers of political parties. Whether you agree or disagree with George is not important – that’s what this speech was about, at least in terms of how it’s been taught for the past hundred years.

I don’t know why you would choose this as an example of something being spun negatively. It’s not simply that I don’t agree – it’s that I can’t figure a way in which you can even make that case. I mean, I have to assume he’s just lying out his ass to scare the ignorant, but I’m trying to be gracious and accept the possibility that he’s honestly trying and just isn’t capable of understanding the first little bit of anything he’s talking about.

Rep. Fisher is also “afraid students will leave public school with huge gaps in their knowledge.” Dear Gods of Irony – why do you hold back your swift justice?

But this was my favorite part, the last little hurt offended bit of the piece:

“But to mischaracterize it as an attempt to do away with the AP program, that we want to jerk the funding – it it it’s it’s (*chagrin-voice*) it’s just not… honest.”

Hear the pain in his voice over this cruel distortion of his humble efforts.

How? HOW COULD WE ATTACK HIM WITH SUCH LIES?!? Where would we even GET the idea?

STATE OF OKLAHOMA
1st Session of the 55th Legislature (2015)
HOUSE BILL 1380
By: Fisher
AS INTRODUCED
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.

And later in the bill…

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.

I’m speechless. This isn’t spin, or clever wordplay, or deception. He seems to have just… talked to NPR, did his best hurt and offended voice, and lied out his ass about the stated sole purpose of his own bill – not as interpreted by me or anyone else, but laid out explicitly in his own words. It opens the bill, and it closes the bill: “We’re taking away all your money unless you do what we want.”

Kinda makes you wonder if he believes it while he’s saying it. His cohort in the Senate is Brecheen, that that fella’ can make ANYTHING mean ANYTHING and sell it to himself as he sells it to you.

I was a tiny bit chagrined NPR didn’t call him on it – “Um… dude, we read your damn bill. It’s RIGHT HERE.”

“But to mischaracterize it as an attempt to do away with the AP program, that we want to jerk the funding – it it it’s it’s (*chagrin-voice*) it’s just not… honest.”

I sincerely welcome any possible explanation of this other than that the man is openly, defiantly, utterly full of sh*t.

If I sound angry, it’s because I am. These are my students, my kids, that we’re not merely neglecting, not only once again abusing through testing or funding or outdated models of schooling – my elected officials are using MY tax dollars (and yours) to actively seek to REDUCE their chances of not sucking. They’re lying, evil, manipulative bastards who manage to feel victimized by the slightest light shone upon their insanity. They are everything I despise about our culture and our elected leadership.

No wonder they don’t want to talk about the negative stuff in our country and culture – it’s THEM.

APUSH Back – Compendium

February 17, 2015June 4, 2023 ~ Blue Cereal ~ 5 Comments

*Updated 2/24/15 08:00*

Things have been moving rather briskly lately, and I’ve had a mite o’ difficulty keeping up. Holy wow – it’s like no one even TAKES those ‘Which 1970’s TV Commerical ARE You?’ quizzes on Facebook anymore – they just post about AP in OK and shake their collective cyber-heads.

My Current Favorites:

A Student Defends AP (I posted this on my blog, but this isn’t more me – this is actually good)

Top 10 Reasons America Is Exceptional (Also on my blog, but not mostly me – Christine Custred talks about REAL American Exceptionalism)

VIDEO: Oklahoma Bans AP History Because Facts Suck (**Language Warning**)

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Local Edu-Blogs & Related Insights I Find Useful

The Legislative APUSH Push-Back: An Educator’s Perspective – OkEdTruths is the definitive source for all things legislative in #oklaed, and this post is no exception. Most of this one, however, is a guest-blog from one of the state’s most successful and reputable classroom educators, Mr. David Burton.

Save AP – OkEdTruths highlights the very real danger that we’re on our way towards eliminating one of the few things actually promoting higher education in our public schools right now.

We Must #SaveAP From Our Politicians – Claudia Swisher knows her politicians, but it still hurts watching the sausage being made… welcome to The Jungle.

APUSH: What You Can Still Do – OkEdTruths with his usual clarity and precision.

An Educated Person (The Problem With “Lists” as Curriculum) – This post is not only not specifically intended to be about pending legislation in Oklahoma, it’s from an English teacher in a whole other state. But the argument is entirely applicable here – lists of stuff we think “everyone” should know aren’t the same as learning or thinking.

AP U.S. History Course Description and other info – This is from the College Board website, so it’s not as completely unbiased and objective as, say, the Black Robes for Patriotic God Juice guy in our legislature. Nevertheless, in the same way I try to go to the actual legislation before ranting about the law, it might be helpful to go to the actual course description before damning its progressive contents to hell.

Bringing Back the Black Robe Regiment – Dan Fisher, our Man in Black. This is not parody; this is HIS site.

And of course my invaluable insights and throwing of furniture:

I’d Rather Be Aquaman (This one is from several months back when Texas was doing the whole ‘More Red in Red, White and Blue’ thing over the same issue. Plus, this is one amuses me to no end. Turns out I’m narcissistic and vain.)

Oklahoma Turns Against APUSH? (full text of SB 650 as introduced, w/ minor personal commentary)

We’ve Found A Witch… May We Burn Her? (full text of HB1380 as introduced, w/ minimal commentary)

Noooobody Expects the Spanish Inquisition! (my overview of just what the fuss is all about – a beginner’s guide, as it were)

Meet Senator Josh Brecheen, Part I – Fire From Heaven (you know us history types – thinking we can learn something about the present by analyzing the past)

Meet Senator Josh Brecheen, Part II – Books on the Bonfire (the Senator is proud of his war on Common Core – surely he won’t mind us taking a look?)

OK Senate Bill 650 – Brecheen the Ice (a look at SB 650 and its implications)

HB 1380 – Something Seems Fisher About This (a look at HB1380 and the man proposing it)

Dan Fisher is SHOCKED at What’s In His Bill (NPR came to visit, and spoke to two people. A very coherent teacher with a healthy clue, and a man hurt and breathy-offended that people would suggest he means anything he clearly says)

Other News / Commentary:

Meet the Man Behind the Right’s AP History Freak Out – (TalkingPointsMemo.com, 10/9/14)

Oklahoma Legislative Committee Questions Legality of Advanced Placement Courses in Public Schools (The Tulsa World, 2/17/15)

Oklahoma Lawmakers Vote Overwhelmingly to Ban Advanced Placement U.S. History (ThinkProgress.com, 2/17/15)

Oklahoma, Ranked 48th in Education, Votes to Ban AP History Classes (BlueNationReview.com, 2/17/15)

Great, Now Lawmakers Want to Get Rid of AP Classes… (TheLostOgle.com, 2/17/15)

Oklahoma Republicans May Have Outlawed Advanced Placement Classes (TheDailyKos.com, 2/17/15)

Sorry, Oklahoma. You Don’t Get To Ban History You Don’t Like. (TheGuardian.com, 2/18/15)

News9.com Full Interview With David Burton (News9.com, 2/18/15 – video)

Oklahoma May Scrap AP History for Focusing on America’s ‘Bad Parts’ (NPR “All Things Considered” segment, 2/18/15 – audio)

State Rep. Dan Fisher Introduces a Bill Introduces a Bill that is “Mythology, and Just Not True” (Red Dirt Report, 2/18/15)

Oklahoma Bill Would Make AP U.S. History… History (KFOR.com, 2/18/15 – article w/ video)

Oklahoma Bill Banning AP U.S. History Would Make Students Study Ten Commandments, 3 Speeches by Reagan (ThinkProgress.com, 2/18/15)

The Bizarre War Against AP U.S. History Courses (The Washington Post, 2/19/15)

Oklahoma Teachers Not Too Pleased About Bill to Ban AP U.S. History (Newsweek.com, 2/19/15)

Oklahoma Lawmaker Says He’ll Pull Back Controversial AP History Bill for a Rewrite (The Tulsa World, 2/20/15)

Oklahoma Votes to Ban AP U.S. History (TheOnion.com, 2/20/15 – satire, sort of I wish)

Lawmaker Who Targeted AP History Looks to Bring Back the Black Robe Regiment (The Tulsa World, 2/20/15)

The ‘Black Robe Regiment’: History, law professors counter Oklahoma lawmaker who targeted AP history (The Tulsa World, 2/21/15)

Editorial: Threat to AP U.S. history part of general assault on public education (The Tulsa World, 2/21/15)

Letter to the Editor: Don’t Whitewash U.S. History (The Tulsa World, 2/22/15 – written by AP High School Student)

Things To Ask Your Legislator or Others Supporting the Move to Kill AP:

I’m told I am not always the most dispassionate or rational voice on these subjects. That my ‘tone’ might be counterproductive in some situations.

I don’t know… I think the image of me kicking and crying as I shriek: “WHY DO YOU HATE OUR CHILDREN?!? WHY ARE YOU AFRAID THEY MIGHT THINK OR GROW BEYOND THIS?!? WHAT ENTITY DO YOU SERVE THAT FEARS TRUTH OR LIGHT?!?” and they drag me away, never to be seen by family or friends again – well, it has a certain poignancy, don’t you think?

Still, I live to serve. Here’s my humble effort to prioritize and organize the existing issues regarding this effort to crush whatever minimal signs of higher level thinking may remain in our students.

Feel free to make comments / corrections / suggestions below. It’s not personal – my ego will manage. It usually does.

I’m conflating the House and Senate versions for efficiency. Feel free to link to this page when you email your Representatives and Senators over these bills.

Logistics / Finances:
Q1: What is your reasoning for thinking a multi-national organization like the College Board will submit to the whims of Oklahoma and ‘revert’ to the previous course outline based on our demands? Are you aware Texas – a state which, whatever our opinions of them, has a much larger population and budget than ours – tried something similar recently with almost no impact? Is this a serious expectation written into the bill, or merely cynical grandstanding?
Q2: Will the state be reimbursing students who under the current system would be receiving college credit for their APUSH scores in amounts equal to whatever additional tuition they’ll be paying as a result of this legislation?
Q3: How many years and how many hundreds of thousands of dollars do you plan on devoting to this new, improved AP course and test you wish to design to replace the College Board course and exam? Who, exactly, will write it? How will you pilot it, analyze its effectiveness, seek feedback from universities and public school history teachers around the world – or at least the state?
Q4: Given current budget restraints, where is all of this new money coming from to create this ‘new, improved’ AP course? Or do you merely plan on adding your list of documents onto the existing framework, despite your lack of faith in the current design?
Q5: How many additional school hours are you willing to finance for students to be adequately submerged in the many hundreds – possibly thousands – of required documents you propose? Will these hours replace current hours spent in math, science, or ELA, or will they be added to the current requirements?
Purpose / Assumptions:
Q6: What is it about other points of view or critical thinking that troubles you in the new APUSH course? Would you be willing to offer examples of APUSH courses currently being taught in Oklahoma which marginalize or ignore foundational documents or ‘American exceptionalism’ as at least one way to consider our history?
Q7: We hear repeatedly that we’re supposed to help students become “college, career, and citizenship ready” (or sometimes just “college & career ready”). Understanding and appreciating multiple points of view or other nation’s or culture’s paradigms and perspectives is an essential part of any of these three. If this is NOT the primary purpose of public education in Oklahoma, what do you believe that primary purpose SHOULD be?
Q8: Should students who do not come from an Anglo-Saxon background, or share an evangelical Protestant worldview, or conform to whatever else you consider to be the ‘real American’ standards and beliefs, be denied entrance to advanced coursework? If admitted, can they only pass if sufficiently willing to conform to a single lifestyle and value system, or are other interpretations and questions acceptable if supported with proper evidence?
Q9: Do you believe the values and ideals on which America was founded are so fragile as to be in danger from questions or challenges made in an academic setting? Could you help us understand what it is you believe your faith and your state have to fear from a generation taught to question both their own assumptions and those of others?
Q10: What do you believe is the primary purpose of Social Studies and History in public education?
Q11: Is it more important for students to be able to recite from a list of sacred texts, or be able to recognize, analyze, evaluate, and otherwise explain a variety of texts which they may encounter along the way?
Credibility:
Q12: Could you explain why you chose to include ___________ in your list of required documents, and what parts of this document or this collection of documents you believe is being currently marginilized by the APUSH framework?

I suggest a theme song for efforts to eliminate this whitewashing, flag-waving nonsense:

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Finally, HERE’S HOW YOU REACH YOUR REPRESENTATIVES.

I know we’re not all equally political, but please consider a short email or phone call expressing your thoughts.

If someone wanted to draft a sample and share it, that might be helpful. Mine will be in the comments below, but I’m sure there are better.

OK House Bill 1380 – Something Seems Fisher About This

February 4, 2015June 4, 2023 ~ Blue Cereal ~ 3 Comments

I’m going to try to cover the House version of the ‘Smother APUSH With Documents’ bill without the oppressive word count of my post on the Senate version.

I am not optimistic.

The full text of this bill is available here and here.

STATE OF OKLAHOMA
1st Session of the 55th Legislature (2015)
HOUSE BILL 1380
By: Fisher

I don’t actually know much about Mr. Fisher, but this bit from what appears to be his website is, well… terrifying:

Dan has a Passion for communicating God’s truth to this culture of “political correctness” and with America’s increasing “drift” from its founding principles and its Christian roots, he has become even more committed to helping return America to its faith. He is on the boards of Bott Christian Radio Network, Reclaiming America for Christ, and Vision America, a ministry of evangelist Rick Scarborough based in Houston, TX. Dan is also on the leadership team of the OKC Tea Party and is frequent speaker at tea party rallies around the state. He is a published author and has a national speaking ministry.
Bringing Back the Black Robed Regiment:
In the past few years, Dan has traveled the country presenting the messages “Seven Lies We’re Being Told About America” and “Bringing Back the Black Robed Regiment”. “Seven Lies” is a presentation that addresses the attacks being launched against America’s Christian heritage by the “politically correct” progressives. It proves beyond a “shadow of a doubt” that Christians founded America – not atheists and deists, and that the Founders wanted a country where Christianity would have a strong impact – not a country where faith and government would be divided by a “strict separation of church and state”.

So that can’t possibly go badly.

I am not against challenging our current interpretations of history, any more than I’m against challenging our current understanding of evolution or climate change. Live it up, ‘Merica.

I am against legislating out of dogmatic conviction or rewriting the past to fit our current evangelical or political agenda. There is no Biblical scenario in which obscuring or avoiding the truth sets us free.

I am against crusades to reclaim the metaphorical Holy Land via hacking away at public education.

I am against imprisoning Galileo for claiming the sun does not revolve around the earth as per contemporaneous interpretations of the sacred texts.

I am against starting with your desired outcome and mutilating reality as necessary to get there. I am against using state tax dollars and our legislative branch to act as a sort of Spanish Inquisition against inquiry and other points of view.

I told you I was going to blow it on the word count.

Back to 1380:

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.

Positives so far: only one use of the word ‘certain’ instead of just saying what you mean.

Negatives so far: we’re still declaring an ‘emergency’. Are all state legislators former meteorologists?

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.

I discussed the improbability of this last time. I’m still amazed this can be proposed with a straight face – it’s either that delusional or that cynically deceptive.

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:

At least they used the same source for their list of America’s Best 1000 Documents. I’ll skip most of these.

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;

Don’t forget “states’ rights.”

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

How did I miss this in the other version? I was apparently distracted by the inclusion of everything every President ever has ever written, said, or done. If there’s a way to top that, it has to be requiring the entirety of Congressional Records for the same time period.

I’m going to need to ask my principal for more copies on the big machine downstairs.

It’s ironic, really, given that members of Congress don’t even read the stuff they pass, that we’d require it of 16-year olds. Then again, if they’re busy reading the Congressional Record, they won’t have time to question why we have a Legislature made up of members who don’t even read the stuff they pass.

h. portions of the book titled “The Grapes of Wrath” written by John Steinbeck,

Socialists and boobies, my friends – required by law. You read it here first.

Just wait until Sally Kern finds out!

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.,

Hey, a second MLK document in this one! Representative Fisher can claim with mathematical accuracy to have pushed for 25% MORE documents by famous Black Americans than the Senator. And he included the one promoting minorities stirring up trouble when injustice prevails!

Obviously he hasn’t read his own list any more than the Senator read his. Oh well…

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.

Well, that certainly sounds supportive, doesn’t it? Except that’s what the law ALREADY says. This token bit of support for AP and IB has been around for several year. Here’s the NEW part Rep. Fisher wants to add:

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.

In other words, if the College Board doesn’t meet our demands, we’re taking our already deflated money bags and refusing to play anymore. Just as with the other version of the bill, there is no spin or interpretation – however full of goodwill towards men – which can render this both reasonable and well-intentioned.

This either demonstrates of level of unfamiliarity with how the education world – or any world, really – works (unforgiveable if we’re so presumptuous as to legislate about it), or a brazen manipulation of the legislative process to deceive the ignorant and the agitated for self-aggrandizement and gain.

If you can possibly spin this more positively, please do so in the Comments below. I’d love to find another option – seriously.

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.

This Section, as with the comparable section in the Senate version, is what we in the idealist world of public education call “blatantly untrue” – what the commoners call “a lie”, or more colloquially, “bullsh*t.”

The preservation of public peace, health, and safety? Really? An EMERGENCY?

Now, now, Blue – these are just things legislators have to say to get things passed. They don’t actually mean what they sound like they mean. It’s something you have to say to play the game and navigate the rules – you can’t read it literally. You have to read past what it says and understand what they really mean.

Exactly.

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