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Houston, we may have problem

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I have attached an edited version of the Social Studies Curriculum Standard which I edited from the original NMPED Social Studies Standards. I removed some of the other pages not germane to the Gender/Historical Thinking I discuss below.
As you may know, I was “auditing” the latest PED Social Studies Standard. I was highlighting the “was” to the “is” to see what changes were made. There are a few items worth discussing, but not as important as Gender/Historical Thinking.
I paused my auditing as I noticed that the word “identity” was used frequently in the standard. I searched the standards document for “identity.” 156 hits. One hundred fifty-six hits. On identity. In a Social Studies curriculum. As a comparison, “Washington” returns 0 hits. Zero.
I also noticed the term “historical thinking.” A standards.pdf search returns ten hits. A google search of that term returns:
https://historicalthinking.ca/historical-thinking-concepts.

Another web page is at:
https://www.edutopia.org/historical-thinking-skills-K-6, that references Howard Zinn (at the bottom of the web page).

Please note that historical thinking in the PED Social Studies Standard on page 34 (my doc number page is 19), shows that both the American Revolution and the Civil War will be subjected to the Historical Thinking process!
History 17. Historical Thinking ●
5.14. Analyze the causes of the American Revolution and the effects individuals and groups had on the conflict. ●5.15. Analyze the causes of the Civil War and the effects individuals and groups had on the conflict.
I believe we know now how a recent elected school board member obtained his view of George Washington. Also why the Florida no K-5 restriction on gender was so strong. Also why JDB was so urgent – paving the way for this Social Studies curriculum?
Historical Thinking can use any empirical evidence in combination with narratives to provide any answer that is wanted.A little like calling common core math 2+2=5 and receiving credit for the answer because the student followed the process.

Looking at the Gender items, I always thought my identity was defined by my driver’s license. Apparently the education professionals use a different meaning which includes race and gender (characteristic).So K-5 at LCPS is on track to incorporate emphasis on race and gender, if not already. So much for extra time with the extended school year.
I pasted below the Kindergarten Anchor Standard 20
Ethnic, Cultural, and Identity Studies 20. Diversity and Identity● K.13. Sequence important events in their life.● K.14. Identify how individuals are similar and different

Ethnic, Cultural, and Identity Studies 20. Diversity and Identity● K.22. Communicate a positive view of themselves and identify some of their group identities.● K.23. Describe ways they are similar and different from people who share their identities and people who do not.● K.24. Explore their personal history, culture, and past.● K.25. With support, learn about current contributions of people in their main identity groups.

K.24 and K.25 changed significantly enough that this Anchor Standard may warrant further review. K.24 shows how sinister these standards are. I suppose that personal history and past are different in a way I do not understand, but how much can there be in a 5-year old?
Sorry it took a while for me to understand what these innocuous sounding words really mean. The review process that PED provided really did not allow for discussion of the ideology of the curriculum. But they can say they were transparent in its development.
The good news is we have some time for pushback.
Thanks,
Jim New