Oklahoma’s Proposed Social Studies Standards Spark Controversy
Oklahoma’s State Department of Education (OSDE) has unveiled proposed revisions to the state’s social studies standards, igniting significant debate among educators, faith leaders, and the public. The draft standards, currently open for public comment until January 21, 2025, emphasize the role of Christianity in American history and include comprehensive overviews of world religions.
Faith leaders, including Reverend Dr. Shannon Fleck of the Oklahoma Faith Network, have expressed concerns that the proposed standards may advance a Christian nationalist agenda. Fleck argues that the curriculum could misrepresent the intentions of the nation’s founders and potentially marginalize non-Christian perspectives. (nwahomepage.com)
The proposed standards also require students to identify stories from Christianity that influenced American colonists and to evaluate the role of Judeo-Christian ideals in supporting colonial demands for independence. High school students would be expected to describe Christianity in ancient Rome, including the meanings and effects of Jesus of Nazareth’s words as recorded by Matthew. (nwahomepage.com)
In response to the proposed changes, Tulsa Public Schools stated that they will continue to review the standards and encourage community members to submit their comments to the OSDE by the January 21 deadline. (nwahomepage.com)
The OSDE plans to review the feedback received during the public comment period and present the revised standards to the State Board of Education for approval on February 27, 2025. If approved, the standards will be submitted to the Oklahoma Legislature for final approval.
This development follows previous controversies in Oklahoma’s education system, including the passage of House Bill 1775 in 2021, which restricts the teaching of certain concepts related to race and gender in public schools. (en.wikipedia.org)
As the debate over the proposed social studies standards continues, stakeholders across Oklahoma are closely monitoring the situation, emphasizing the need for a curriculum that is both inclusive and historically accurate.
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