‘Psychologically Abusive’: Some Back-To-School Programs Dividing Students By ‘Gender, Culture And Identity’

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A back-to-school curriculum focused on social-emotional learning (SEL) lays the foundation for Critical Race Theory (CRT) by dividing children through the creation of identity charts, “getting to know you” questionnaires and classroom contracts, experts told the Daily Caller News Foundation.

A curriculum created by Facing History and Ourselves, a group that partners with more than 100,000 teachers to provide education resources to combat “racism, antisemitism and prejudice at pivotal moments in history,” has a five day back-to-school lesson plan that teaches kids about gender, culture and identity. The curriculum is based in SEL, which focuses on teaching students social skills for their emotional well-being but has been criticized for laying the groundwork for CRT in the classroom, as similar lesson plans based in SEL are growing in popularity across the country, experts told the DCNF.

My brethren, let not many of you become teachers, knowing that we shall receive a stricter judgment.” James 3:1

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“Separating children by their group identities and having them judge others or self-judge because of their group identity is psychologically abusive, not to mention despicable, in a modern society,” Wai Wah Chin, an adjunct fellow at the Manhattan Institute, told the DCNF. “Promoting SEL in schools puts powerful control and assessment tools into the hands of educators. Educators are failing in their job to educate academics, but want instead to divert from their failures to matters of mind control and manipulation.”

The curriculum suggests students read a passage called “Orientation Day,” a story about Jennifer Wang, a 17-year-old Chinese American girl, who struggles to do a “get to know you” activity. Wang wonders how to tell her classmates, “I am a girl who wandered the aisles of Toys ‘R’ Us for two hours, hunting in vain for a doll with a yellowish skin tone.”

Students are asked to think about their “individual identities” and write down how the way they view themselves differs from the way others see them, the curriculum states. The students must think of what factors have forced them to have these identities as a part of the lesson plan.

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