I don’t know about you, but I see CSAP as an exercise in self-serving BS that tends quite strongly to result in less time in the classroom for kids, and more ‘planning’ days for teachers, though what is actually ‘planned’ often escapes me.
Here is a more articulate view of CSAP, with which I agree:
What’s the AIM of the CSAP?
Note that this is written by a teacher, an Australian teacher who was here on an International Teaching Fellowship:
In 2006 I was fortunate enough to be the recipient of an International Teaching Fellowship to Colorado, USA. My host school Lumberg Elementary was located in the small suburb of Edgewater. The City of Edgewater, just 1 mile square, is located in Jefferson County and has an approximate population of 5,211. The school population of 546 comprised approximately 396 Hispanic students with 80.6% of the student population being classified as minority.
Though this summation was written back in 2006, I think it is just as applicable today, if not more so.
So where are we going with this?
Just here:
Hollywood and Howard Zinn’s Marxist education project
Some salient excerpts:
The two most important questions for society, according to the Greek philosopher Plato, are these: What will we teach our children? And who will teach them? Left-wing celebrities have teamed up with one of America’s most radical historians to take control of the classroom in the name of “social justice.” Parents, beware: This Hollywood-backed Marxist education project may be coming to a school near you.
On Sunday, December 13, the History Channel will air “The People Speak” – a documentary based on Marxist academic Howard Zinn’s capitalism-bashing, America-dissing, grievance-mongering history textbook, “A People’s History of the United States.” The film was co-produced/written/bankrolled by Zinn’s Boston neighbor and mentee Matt Damon. An all-star cast of Bush-bashing liberals including Danny Glover, Josh Brolin, Bruce Springsteen, Marisa Tomei, and Eddie Vedder, will appear. Zinn’s work is a self-proclaimed “biased account” of American history that rails against white oppressors, the free market, and the military.
and:
No part of the school curriculum is immune from the social justice makeover crew. Zinn’s partners at Rethinking Schools have even issued teaching guides to “Rethinking Mathematics: Teaching Social Justice by the Numbers” – which rejects the traditional white male patriarchal methods of teaching computation and statistics in favor of p.c.-ified number-crunching:
“Rethinking Mathematics is divided into four parts. The first part is devoted to a broad view of mathematics that includes historical and cultural implications. Part Two includes nine classroom narratives in which teachers describe lessons they have used that infuse social justice issues into their mathematics curriculum. Included here…an AP calculus lesson on income distribution. The third part contains three detailed classroom experiences/lessons. These include a physical depiction of the inequitable distribution of the world’s wealth, the results of a student investigation into how many U.S. Presidents owned slaves, and a wonderful classroom game called ‘Transnational Capital Auction’ in which students take on the role of leaders of Third World countries bidding competitively for new factories from a multinational corporation.
Short lessons, provocative cartoons, and snippets of statistics are scattered throughout Rethinking Mathematics. A partial list of topics includes racial profiling, unemployment rate calculation, the war in Iraq, environmental racism, globalization, wealth distribution and poverty, wheelchair ramps, urban density, HIV/AIDS, deconstructing Barbie, junk food advertising to children, and lotteries.”
Now that’s something that will really keep this nation competitive in the New World Order, isn’t it? Of course, they don’t want us ‘competitive’; that’s entirely too nationalistic.
Here’s another example, this one “Rethinking Thanksgiving” by Vera Stenhouse:
Confronting racism, injustice, prejudice, and stereotypes through a consciousness-raising education is a far cry from the fun-filled, feel-good activities characteristic of how schools approach holidays. With respect to indigenous peoples, I want my students to acknowledge the diverse and unique traditions among Native American cultures and to explore the historic and contemporary legacy of colonial intrusion, brutality, and cultural ignorance. As a teacher educator, I seek to invite my students on a journey of interrogating the fallacy of the “standard” curriculum as neutral and push them to develop an understanding of official knowledge as politically constructed and contestable. Critiquing received fact, such as the first Thanksgiving, is an integral piece of an overall critical approach to teaching and learning. I want my students to recognize that the histories of indigenous peoples have been subverted, silenced, and misrepresented in the curriculum. Equally important: I want my students to recognize that we can do something about it.
Stenhouse is correct when she notes that there was ‘colonial intrusion, brutality, and cultural ignorance’, and that much of what has been taught about American history has been sharply skewed. However, she gives the very solid impression that Native Americans lived in an Eden-like paradise, filled with peace and tranquility … until the Evil Ones arrived. She makes no note of continual inter-tribal warfare, tribal land grabs, famine and starvation or any of the reset of the benefits of living in primitive (perhaps ‘non-technologically-oriented’ would be more politically correct) tribal societies, many of whom supported strong warrior hierarchies. Why would they need warriors in their bucolic, pre-European invasion existence? Conveniently, Stenhouse doesn’t get into that; she is too busy presenting her one equally one-sided version of American history.
It seems that our schools are always coming up with something ‘new’ that will solve all of our kids’ educational deficiencies. Let’s not let them find that ’solution’ to be Zinn and his collection of Marxist revisionists.