It's literally the first things I found by googling "California Public School History Curriculum" and visiting their official website. Dumping it all in next posts.
I decided to look for grooming in public school textbooks, here's what I found
Caleb Sanders
Other urls found in this thread:
cde.ca.gov
scoe.net
twitter.com
Lincoln Cooper
Parker Hughes
First I found this (pic related) which functions as a preamble, which shows something called "The Gay, Lesbian, and Straight Education Network" partly controls their school curriculum.
cde.ca.gov
Leo Lopez
This family is thrilled making money off of degeneracy to that point of electing fatboy to corner the weed market in Illinois.
Justin Anderson
That poor kid, those are some sad eyes. Groomers deserve the funky town treatment, I truly believe there’s nothing more evil a person can do than rape kids.
Jaxson Mitchell
History Social Science Curriculum for California Public Schools. This page, (Page 8) is for Second Graders.
scoe.net
Logan Collins
Jennifer Pritzker is a Republican, billionaire, trans
Christian Scott
I will now paste various excerpts from this document:
Page 2:
Four Key Areas of Emphasis in HSS Instruction:
Students consider the
ways in which the quests for liberty, freedom, and equality have transformed the American populace.
Starting with the freedoms outlined by the framers of the U.S. constitution, students examine the
many contributions of Americans seeking to define the meaning of citizenship across the country,
including farmers in Jefferson’s agrarian nation, suffragists at the end of the nineteenth century, civil
rights activists putting their lives on the line to end Jim Crow laws and discriminatory social norms in
the middle of the twentieth century, and Americans seeking to bring marriage equality to same-sex
couples in the twenty-first century.
Jordan Baker
Also notice in the document that although hundreds of pictures of students are shown throughout, only ONE white male face is shown, the others all have their heads turned away so you can only see the back of their head.
Brody Taylor
In this document they don't call the writers of The Constitution "The Founding Fathers", they call them "the framers of the constitution" and anything else to avoid using that term
Mason Bell
Page 3:
students learn about modern U.S. history by investigating the question How did
the U.S. population become more diverse over the twentieth century?
Austin Thompson
Page 4:
to support the shared goals of
literacy development, student engagement,
and content knowledge. The HSS Framework
provides several examples of how this can
be done, including a description of a unit
on European colonialism in Africa taught
concurrently
Gabriel Edwards
Page 7 (for Grade One):
The first-grade HSS Framework chapter addresses students’ expanding sense of place along with
chronological and spatial relationships. Students in first grade develop a deeper understanding of
cultural diversity and learn to appreciate people from various backgrounds and the many ways of
life.
Matthew Ross
here's something unrelated i found just now
Parker Clark
Page 8 (Second Grade):
The second-grade chapter includes the first reference
8 Executive Summary (January 2018) • History–Social Science Framework for California Public Schools, K–12
to lesbian, gay, bisexual, and transgender (LGBT) individuals in families, as well as families with a
wide variety of structures, religions, ethnicities, and racial identities.
The second-grade HSS Framework chapter also includes
many lesson ideas that involve suggested texts. For example,
Pushpinkder (Kaur) Singh’s The Boy with the Long Hair and
Patricia Polacco’s In Our Mother’s House introduce students
to the diverse families
Henry Barnes
Page 8 (Third Graders):
in in their
classrooms, students read grade-level appropriate informational texts about the U.S. Constitution.
third-grade
students study historically significant individuals and turning points through books such as Separate
Is Never Equal: Sylvia Mendez and her Family’s Fight for Desegregation, by Abraham Silverstein.
Brayden Brooks
Page 11 (Sixth Grade):
sixth-grade HSS Framework chapter are 1) the movement of early humans across
continents and their adaptations to the geography and climate of new regions; 2) the rise of diverse
civilizations, characterized by economies of surplus, centralized states, social hierarchies, cities,
networks of trade, art and architecture, and systems of writing; 3) the development of new political
institutions (monarchy, empire, democracy) and new ideas (citizenship, freedom, morality, law); and
4) the birth and spread of religious and philosophical systems, including Judaism, Greek thought,
Hinduism, Buddhism, and Confucianism. Some of the content in the grade-six standards relating to
the early history of Christianity has been shifted to grade seven in the framework.
Ethan Stewart
Page 16 (Grade Ten):
there is a classroom example in which students
address the questions What were the causes and effects of imperialism? and How did Europeans
justify the expansion of their colonial empires? This classroom example focuses on collaborative
teaching by the history–social science and English language arts teachers. Students read Chinua
Achebe’s Things Fall Apart in their English language arts class as they learn about colonization from
a variety of other primary and secondary perspectives that represent the colonists’ and colonizers’
voices in their history–social science class.
Jack Edwards
Page 17 (Grade Eleven):
the eleventh-grade HSS Framework chapter are 1) the expanding
role of the federal government; 2) changes in racial, ethnic, and gender dynamics in American
society; 3) the U.S. as a major world power; and 4) the evolving definition of American citizenship
and freedom.
Adam Jones
bump
Carson Campbell
Page 18 (Grade Eleven):
The eleventh-grade chapter also features lesson ideas for 1) the cultural changes of the 1920s,
including LGBT-oriented sub-cultures; 2) a lesson in which students explore the relationship
between movements for equality (including the civil rights movements of African Americans,
Mexican Americans, native Americans, Asian Americans, LGBT Americans, American women, and
Americans with disabilities) by considering the question How did various movements for equality
build upon one another?; and 3) a comparison between the immigrant experience in recent times
versus a century earlier.
Cameron Thomas
Page 18 (Grade Twelve):
Students
will review how, over time, these rights and
responsibilities expanded, including the broadening
of the franchise from white males with property to
all white males, then to men of color who were born
or naturalized in this country, then to women,
Michael Parker
Bump - man - when I was in Fourth Grade I was learning how to round as well as multiply and divide. Not this faggot tier shit.
Asher Barnes
That's the entire document. At least 25% of it is anti-white + LGBT indoctrination. And this is their mainstream curriculum not some specialized thing, or a suggestion, but the actual practiced curriculum.
Ayden Lee
Make sure you make copies of this AND put it inot PDF form with the annotations that you have provided user. It's of great importance that we virally get this out there.