Students in New Mexico will learn more about the January 6 Capitol riot and climate change than the moon landing.
New Mexico high school history guidelines contain over a dozen references to the January 6 riot while only mentioning the moon landing once. The guidelines, part of the New Mexico Instructional Scope for History, are largely focused on racial and gender grievances and encourage teachers to promote Democratic politicians and lament how the richest men in the United States today are “mostly white.”
“The freedom of those in America and Ukraine after the 2021 Capital [sic] Insurrection and Russian invasion of Ukraine are two events that reveal the rights and safety of women, immigrants, children, and the LGBTQ community are at risk,” an example discussion in the guidance reads.
Teachers are also instructed to show footage from NBC showing “Americans armed with weapons and military-type gear storming the Capital, breaking glass, defacing sacred art, political statues and podiums on and in our Capital [sic] building in Washington, DC.”
The purpose of the footage is to “disprove some of the beliefs that it was not violent or a threat to our democracy.”
The repeated misspelling of “Capitol” in the January 6 section is one of several errors in the guidelines. In another section, teachers are encouraged to list Democratic politicians from racial and sexual minorities, including “VP [Kamala] Harris, Transportation Secretary [Pete] Buttigieg, Interior Secretary [Deb] Haaland and Supreme Court Justice Brown.”
The last example appears to be a reference to Justice Ketanji Brown Jackson.
Rhyen Staley, the director of research at Defending Education, said the documents were an example of politics being pushed in the classroom.
“These state level documents expose a troubling pattern by education activists of pushing leftwing political and social biases into K-12 classrooms as established ‘facts,’” Staley told The Daily Wire. “Students and families deserve an education that values a politically neutral approach to weighing different sides of issues, not political indoctrination.”
The New Mexico Instructional Scope is an “educator influenced tool designed to provide guidance and support to assure that all students in New Mexico have access to content at their grade level combined with the use of impactful instructional strategies.”
The history guidelines reveal a heavy focus on left-wing activism and grievance politics.
Teachers are suggested to ask students why the United States still struggles “with the idea of racial equality,” discuss the pros and cons of reparations, and assess “who is responsible for the socio-economic disparities in early U.S. immigration to today.”
In contrast, the moon landing and the space race are each only mentioned once
The guidance also suggests that states like Georgia and Florida have implemented laws that are similar to voting restrictions on black people during the Jim Crow era. Teachers are recommended to provide “Current suppression of voting rights” in examples of Georgia, Texas, Florida, and New Mexico.
“How does the current suppression of voting rights compare to the suppression of voting rights during and immediately following the Reconstruction Era?” a question for students said.
Another suggested discussion is whether there are “more opportunities for minorities today in the business realm.”
“Absolutely there is more opportunity today than there was back then, but that doesn’t mean that things are totally equal. Even though there are lots of Black owned businesses, the richest men in the country are still mostly white,” a suggested student response to the question said.
Other guidance included in the history materials is for students to be encouraged to “join a program already in existence and help spread their message to prevent global warming” or write to their representative about climate change.
Students should be able to define LGBTQ (“Lesbian, Gay, Bisexual, Transgender, queer or questioning”) and PFLAG (“Parents and Friends of Lesbians and Gays”).
“How do historically underrepresented groups such as women of color, LGBTQ and Indigenous people offerse [SIC] diverse views of society,” teachers should ask students, according to the guidance.
Similar politically focused guidance is found in materials for instruction on world history and ethnic studies.
In the guidance for world history, “equity” is defined as the principle “that all citizens have had different opportunities and experiences, and allocates the exact resources and opportunities needed to reach an equal outcome.”
The world history guidance also contains guidance recommending that students “create their own posters that show their actions on climate change” after watching a climate alarmist documentary from former Vice President Al Gore.
The ethnic, cultural, and identity guidance discusses left-wing groups like the Southern Poverty Law Center, Black Lives Matter, and the Human Rights Campaign.
“How do advocacy at the local, community, national and global levels work together to achieve change over time?” a supporting question asks.
It also introduces students to the concept of “gender identity,” which it defines as ”identification with, or sense of belonging to, a particular group based on gender, such as cisgender, transgender, agender, bigender.”
New Mexico, a solidly blue state, has previously come under scrutiny for asking high school students whether they identify as “two-spirit” or transgender through its Youth Risk and Resiliency Survey.
