The state school board had no business voting on a 400+ page curriculum that contained changes that they had not read. Why on earth would they do that? If Walters would not be transparent about the changes they should have asked for time to re-read the standards and postpone the vote. Shame on the school board.
I’m from OK. We have 3 new board members and they did ask for time to read them. They asked the Rep backed state legislature to delay a vote and send it back to them so they could read them. All told no. It’s embarrassing and infuriating.
ETA: The new board members did not vote on the standards when they were originally passed. They were just appointed in February and the board didn’t meet in March due to Walters not allowing the new members to add things to the agenda as they requested. So they have only attended 2 meetings thus far.
Oklahoma public school parent here. 🙋🏼♀️ The damage this man has done to our already floundering public schools will take years to undo. The worst part is, we have a legislature that refuses to hold him accountable. Myself and many many other parents and educators have called, sent emails, and protested against this man and his efforts. Our legislature does nothing. Oklahomans have no recourse to remove a public official, they must be impeached, and our legislators refuse to do this. Ethics violations, misspent funds… none of it matters to them. When citizens provide pushback the representatives response is typically “we don’t want to overturn the will of the people” (despite walters’ approval rating being in the basement).
Ryan Walters barely won his primary (which are closed in this state.) Efforts to open up primaries via state question have been met by the Republican legislature with lawsuits. In addition, the current legislature is working to introduce significant limitations to our voter initiative process, to further hamstring a citizens ability to make change. I consider myself a purple voter and my faith is very important to me. I want to stay above the political finger pointing… However, the fact of the matter is in 2011 OK was 17th in education, 2011 was also the year our state went completely red: governor, state House, state Senate. We’ve remained completely red since 2011. Today in 2025 Oklahoma education is ranked 49th. Take from that what you will, but, as Sharon says: the facts don’t require our approval. (Pray for us!!!!)
Can a group of parents come together and engage the ACLU? This needs to be taken to the Supreme Court. Also, you should have a moms group that is the opposite of Moms for Liberty. The reality is they know they are subverting the will of the people. I’m so sorry. This is a fight worth fighting.
There are many groups that are working to push back against this insanity (and have been doing so since before our teacher walkout in 2018) but progress is small because the supermajority persists. (Oklahoma also has a “straight party voting” option at all elections, and as a precinct worker I can confirm it is popular.) I’m thankful for groups like “Oklahomans for Public Education” and “Oklahoma rural schools coalition” who are working hard to move the needle. ❤️
I grew up in the South where lies about the Civil War were taught in school. This is another purposeful attempt to rewrite history, and it is very dangerous!
The clear engagement in curriculum changes with intent for political and ideological indoctrination, with no time or space given for meaningful public thought and comment, is so incredibly alarming. Is there any path forward for citizens of Oklahoma to challenge these changes?
I have never seen such fear and panic from the Republican Party or whoever have become. To me, it’s and obvious holding on to that which cannot be held. The world is moving forward, these Christian Nationalists are grasping for anything so that we do not move forward as a nation, as human beings. Holding on too tightly has never worked out well in the end.
As a resident of Texas, I’m always appalled what Ryan Walter’s is up to in Oklahoma. Texas is making very poor choices in regards to public education. I watched this interview live, is there any recourse for changing it before the new school year starts? Maybe I missed it in the discussion.
I have so many issues with what's going on in OK. It annoys me to no end that folks equate America's founding documents with ancient sacred Scripture. And the current issue of teaching lies as fact looks so much like fascism, that it might as well be wearing a tiny mustache.
Sharon, I'm curious - is there any precedent for creating a legitimate counterpoint curriculum that could be offered, whether inside or outside the official school system? Something that could document not just that these are election lies, but expose the entire process of how Walters managed to push this through? I'm thinking about resources parents and teachers could use to supplement what's being mandated.
In my mind, an ideal counterpoint curriculum would use primary sources and media literacy techniques to analyze how the specific conspiracy theories in the curriculum originally spread and how we know they are false. It would document Moms for Liberty's financial connections to Heritage Foundation and Koch-adjacent donors (millions of dollars of corporate money flowing to what claims to be a "grassroots" organization). It would teach students to recognize the tactics used when politicians try to rewrite history through curriculum changes. Most importantly, it would create civic-minded citizens who understand why election integrity matters and how to distinguish credible sources from propaganda.
Oklahoma's Republican supermajority meant there simply wasn't enough opposition to push back against this nonsense. This really highlights why down-ballot races matter tremendously, even in seemingly "lost cause" states. School boards and state education officials shape what an entire generation learns. Often these extremist candidates run unopposed. Even if an opposition has no chance of winning, their existence has an effect of moderating extremism.
It’s frustrating how preventable this was with today's technology. If someone had just loaded both curriculum versions into ChatGPT asking for a comparison, the sneaky additions would have been flagged in seconds. We shouldn't be relying on good faith from bad actors, with reviews of 400-page documents dropped at the eleventh hour. I think A.I. tools could be a powerful watchdog in these situations.
I wanted to answer my own question and I looked into it... There's actually some powerful historical precedent for supplemental curriculum that challenges mainstream education! The most famous example would be the Freedom Schools created during the Civil Rights Movement in 1964 Mississippi. They were designed to provide Black students with education that public schools wouldn't give them - teaching about citizenship, voting rights, and Black history. They operated outside the official school system but had real impact. The Freedom School model has been revived in modern times - the Children's Defense Fund has been running Freedom Schools since 1995, and they've reached over 200,000 students.
A more contemporary example is the Zinn Education Project, which provides free, downloadable lessons based on Howard Zinn's "A People's History of the United States." It's a collaboration between two nonprofit organizations and focuses on teaching history from perspectives often left out of traditional textbooks. Teachers across the country use these materials to supplement their standard curriculum, and many report that students find them far more engaging than traditional textbooks. It seems to have a particularly strong impact in communities where the official curriculum is lacking.
For the situation in Oklahoma, I think a hybrid approach could work - creating online resources that both parents and willing teachers could access, perhaps in partnership with organizations like the Zinn Education Project or Learning for Justice.
The wrinkle here is that the supplemental curriculum would be facing political headwinds instead of coasting on them: even if moderate Republicans were against what just occurred, it’s probably not the kind of immense reaction that would happen if it was the actions of politicians across the aisle doing the same corruption.
So the key would be positioning it as supplemental rather than replacement, focusing on bulletproof factual claims, creating a balanced perspective that covers reasonable questions from both sides of the political spectrum, making it accessible in multiple formats (not just in schools), and involving both educators and community members in its development. We'd need to be transparent about funding sources too - unlike Moms for Liberty with their dark money connections.
I wonder what other readers think about something like this?
I'm going to a secular homeschool conference this year, and I'll be interested to see what curricula are already available. Even though I am a person of faith, I have little trust in the religious homeschool material I have seen.
Timothy -- The basic concept of supplemental curriculum is a great idea, and in many cases--has been utilized with success. The greatest hurdle is "time." Most teachers will tell you that anything added to curriculum requires eliminating something else...to make time. That said--one solution that school districts and curriculum specialists in Oklahoma will undoubtedly incorporate is enhanced lessons in ELA courses with regard to research and composition. "How to verify sources, and discern source credibility." Also, social studies teachers can always 'teach' the required curriculum by prefacing certain lessons with disclaimers. I had a colleague in my old school who was a science teacher who did not personally believe in evolution. He fully understood Darwin's theory, but to him, it was purely a "theory." When introducing "Evolution" in his classes, he always told students that it was necessary for him to teach it as 'truth', but he, personally did not adhere to the theory as truth. Were I still teaching--and if I were in Oklahoma--I would tell my students that, "according to the curriculum standards, I am required to present the following lesson as truth...although, I do not personally subscribe to it as such. The state school board however, does not agree with my personal views." I would then 'teach' the lesson in the most expedient manner possible...and move on. Hopefully, this would create a semblance of doubt among my students with regard to the competency of the state's education system without compromising my employment/contract.
Thanks for this insight, Todd! Exactly the insight I was looking for. Could you get in trouble for that "I don't personally subscribe to it" framing? Is that as far as you would feel comfortable going, or could you also add something like "If you want to know the real story about how this curriculum came to be, hang out after the bell rings"? Or could you flat out add it to class, stating pure facts like the ones in this article about how this lesson wasn't added to the proposal until so late that nobody read it? That it's purely politics of one man with an axe to grind, etc?
Timothy -- A teacher who explicitly criticizes their district's administration, or state's ed. department does open themselves up to disciplinary action. With most school district's, this would amount to a slap-on-the-hand, and a promise from the teacher to "not do it again." However, if a teacher carefully crafts their message to students by merely stating their 'personal' disagreement with a particular policy--simply 'implying' that the policy 'may' be based on flawed information--that teacher's actions are defensible, and they are likely safe from termination.
One strategy that History teachers often use is to state a fact...then assign students the task to prove it. A strategy that often requires a pre-lesson on "empirical evidence." As the teacher, I'm making the mandated statement, "The 2020 presidential election was rigged." Then, asking my students to "prove it." This allows me, as the teacher to follow the mandate...while students 'discover' the truth on their own.
As far as speaking to students "after the bell rings" would be viewed as 'borderline' nefarious. While it could be argued that a teacher was "off contract time", the teacher-student relationship has no time boundaries, and should remain 'professional' 24/7...even off-campus. I would urge any teacher who wants their students to know the truth about a particular subject/topic where they were required to lie during instruction, that they wait until the student(s) graduate. Of course, by that time, most students will learn of the truth. The only reason for a teacher to reveal to their students that they knew what they were teaching was a lie, is to save face. Personally, I would do this in hopes that my former students didn't reminisce that I was an idiot. No teacher wants that.
This was truly enlightening. Thanks Todd! I love that "prove it" strategy. I'm just imagining the kids discovering the whole farce and looking at the teacher like, "Really? This is all a lie?" And perhaps a laugh and a "I'm not allowed to say that" from the teacher is all that's needed.
Is there anything that can be down now to fix this problem? Can a lawsuit be pursued and courts put a stop to this? I find it appalling that a board would vote on something like this without reading it in its entirety. How many years will this curriculum be the mandate before the board has the opportunity to vote on a new one with the correct facts?
I’m a 30 yr retired teacher from TX living in OK. This topic was THE most discussed at a recent mtg of the Tulsa area Democratic representatives and our senators.
1) The state education committee DID get a copy of the standards 24 hrs before the mtg in which they were to vote.
2) They received a SECOND copy (with the changes) approx 4 pm before the next day’s 9:30 mtg.
3)Ryan Walters knew EXACTLY what he was doing.
I’ll try to attach an article from the Tulsa World.
Critical thinkers in Oklahoma-there aren’t many of us, sadly-are appalled.
The Republican majority of the Senate education committee chose, after an hour mtg, not to bring this to a vote.
The Democrat reps at last weeks mtg are researching if they can prevent Prager U, Hillside College, and the Heritage Foundation (3 of the authors of the curriculum) from bidding when individual school districts choose their curriculum. It’s a last ditch effort, but they’re not giving up.
TULSA WORLD May 4, 2025
Lawmakers take pass on academic standards
Senate president pro tem says decision was not made lightly
STEVE METZER
Tulsa World May 4, 2025
OKLAHOMA CITY — Controversial new social studies standards for Oklahoma public schools were allowed to stand this week only after Republican lawmakers held lengthy discussions and Gov. Kevin Stitt cooled to the idea of an intervention, Senate President Pro Tem Lonnie Paxton said.
The Legislature might have acted to reject the standards, which were approved by the Oklahoma State Board of Education in February. Some board members later said that they felt that they had been misled and rushed to vote by Superintendent of Public Instruction Ryan Walters. Two weeks ago, Stitt said he thought the process that was followed deserved a review.
But that apparently won't happen, as the Legislature failed to pass any resolution rejecting the standards before a May 1 deadline. Democrats at the Capitol expressed their frustration in recent days by delaying floor action on legislation. They had filed resolutions proposing to reject the standards and noted that some Republicans had pledged to support a similar resolution drafted by Sen. Adam Pugh, R-Edmond.
"I don't know what (Walters) is communicating to the Republican caucuses that's making them feel comfortable about these standards, because our continued concern is that they're age-inappropriate, politically charged and there's so many religious undertones," said House minority caucus leader Rep. Cyndi Munson, D-Oklahoma City.
Sen. Julia Kirt, D-Oklahoma City, the minority party leader in the Senate, said Republicans have repeatedly failed to hold Walters accountable for things like campaign ethics violations and decisions made to give hefty bonuses to political advisers paid with funds of the Oklahoma State Department of Education.
"It's especially hurtful that we could not hold (Walters) accountable on the social studies standards," Kirt said. "When we do finally get an opportunity to take a stand on something that's clearly gone awry and has been a bad choice by the superintendent, we're not taking that."
At his weekly press availability held on Thursday, Paxton, R-Tuttle, said the decision not to vote on any resolution was not made lightly.
"I had several members of the Senate who came to me in favor of sending those standards back, since the governor was saying we needed to do that and we had a lot of constituents (who) had contact with senators and said the exact same thing," Paxton said. "I talked to the governor three diff erent times over the weekend just to verify that he was still calling for that, and he was all the way up until Sunday (April 27), and then Sunday evening when I talked to the governor he said, 'Well, you all can kind of do with it what you want to.' … I wouldn't say he pulled back support of it, but he wasn't going to help us with accomplishing that."
On Monday, Paxton said Republican senators huddled for about 1½ hours and brought Walters into their discussions. Many senators also talked to state school board members.
"We had a very robust discussion, and after that was all over we realized there was not enough support within our caucus to move (a resolution) forward," he said.
Paxton was asked about claims that Walters had been dishonest with school board members about the standards and how they were presented before their vote.
"I don't want to use the word that he was dishonest in it. He's a statewide elected official, and he made his presentation," he said.
He suggested that if OSBE members had been uncomfortable with what transpired they should have resisted taking any vote.
"If I was handed a 400page document that was not highlighted and you could not tell what was in there, I don't think I would have voted for it," he said. "That's their responsibility. Even as new members, you're not forced to vote yes or no on anything or to vote on anything. You can always step back and say, 'I'm not comfortable with this.' … That would have been the preferable way to do it rather than to let it come to the Legislature and counting on us to do it."
At his own weekly meeting with the press, House Speaker Kyle Hilbert, R-Bristow, said that Walters did a good job in his meetings with lawmakers convincing them that the social studies standards were presented accurately to OSBE members. He allowed that some members who had only recently been appointed to the board may have felt rushed to vote in February.
"At the end of the day, they were appointed when they were appointed, and so that kind of created a time crunch," he said.
"We as the Legislature this week chose to follow the historical precedent of not intervening in this process that the elected state superintendent oversees," Hilbert continued. "As I've said from the beginning, ... we needed to be on the same page, the House and Senate, and at the end of the day we couldn't build a consensus on those items, on what if anything we wanted to change."
I think it's important to reiterate Sharon's comments that 90% of the decisions and policies that impact (your) a child's education are made at the state and local level. On that note: It is important to attend your local school board meetings, and speak out for 'truth' when the opportunity arises. Too often, when a local school board allows for public comment, those who speak up are generally representing the side of falsehood. To complain (with "fake" data in hand) to the school board. "My son/daughter is learning this, or that...and I won't stand for it." The media will portray this confrontation in a David/Goliath perspective. The 7-year-old's mother against the mighty school district. Eventually, this is framed as "parents vs the school district." BUT...as noted in the interview, the parent(s) that are presenting a radicalized argument are usually the minority--oftentimes, overwhelmingly the minority. From my own experience, I have witnessed the neutralization of a radical parent when another parent shows up at the school board meeting and presents a valid refutation. Since the counter argument to the original complainer is coming from the same ranks--and not the school board--it is now interpreted as a 'parent vs parent' squabble, giving the school board the reasonable discretion they need to do what is best/better for the district, as a whole.
If you have prior knowledge of a parent who plans to present at your local school board an idea that is counter to 'common sense', and knowingly false information--I urge you to get your data together, and muster the courage to speak up. Do not allow the false narrative to become interpreted as representative of all parents/stakeholders. If it sounds a little crazy...it probably is, and the powers that be need to know how others feel, and believe.
Regarding the new textbooks that will have to be made--I wonder what "sources" they will use for these "facts". When I was in school (a very long time ago!) I remember the back of the books had pages of references. These new books' references will definitely be entertaining 🙄
Meredith -- While I can't answer your specific question regarding textbook citations, I can tell you (as a retired H.S. Social Studies teacher) that the "textbook industry" is a brutal game of supply and demand (mostly demand). While many states relegate textbook choice/approval to individual districts, there are two large states (Texas and New York) where the state's school board chooses "the" textbook(s) to be used in every class throughout the state. So, textbook publishers can secure a very large order for a specific edition of a textbook IF they can sell that specific text to New York, or Texas. And, when it comes to 'History' textbooks...there is little chance that both NY and TX will approve the same edition. Now, consider a small state, or individual school district contemplating a purchase of new textbooks for their H.S. History classes. They shop around, and find that due to sales volume, the only affordable choices are the NY version...or the TX version. If a (small) state, or individual district doesn't like either, well...too bad. They can't afford any other version since the demand (manufactured units) renders it too rare to be affordable.
Now--my own disclaimer: The last time that I participated in my district's textbook analysis was more fifteen years ago. Those texts were replaced with 'electronic' versions about eight years ago when our district went 'one-to-one' with technology/chrome books. Honestly, I don't know if the textbook 'game' as I described above is still a 'thing.' But...thanks for letting me share my story, nonetheless.
Thank you! I was unaware of the two main states issue, very interesting! I have some experience here in Texas as I'm on the School Health Advisory Committee for my district as a parent. A few years ago we had to approve a new health textbook. We had one "approved" book to choose from the SBOE. If we wanted to find another book we would have to research in depth to see if it lined up with the standards. AND then we were responsible if it did not have all the curriculum. So essentially we had one choice. It was ridiculous.
Tell a lie enough and it becomes a fact — that’s their method. It is more important than ever to know how to distinguish from fact and opinion, as well as the value behind primary and secondary sources of information. When the media and the highest office in our country spews the same lies, it cements a very dangerous standard.
There are so many disturbing things happening in our country now that my heart, mind, and soul are troubled by. Can someone please explain to me why this happening in Oklahoma--a place I don't live in--is THE MOST DISTURBING yet? The straw has just broken the proverbial camel's back.
The state school board had no business voting on a 400+ page curriculum that contained changes that they had not read. Why on earth would they do that? If Walters would not be transparent about the changes they should have asked for time to re-read the standards and postpone the vote. Shame on the school board.
I’m from OK. We have 3 new board members and they did ask for time to read them. They asked the Rep backed state legislature to delay a vote and send it back to them so they could read them. All told no. It’s embarrassing and infuriating.
ETA: The new board members did not vote on the standards when they were originally passed. They were just appointed in February and the board didn’t meet in March due to Walters not allowing the new members to add things to the agenda as they requested. So they have only attended 2 meetings thus far.
This. If you ask someone to tell you what changes they made, and they say “nah,” you sit down RIGHT THERE and read the whole damn thing.
Oklahoma public school parent here. 🙋🏼♀️ The damage this man has done to our already floundering public schools will take years to undo. The worst part is, we have a legislature that refuses to hold him accountable. Myself and many many other parents and educators have called, sent emails, and protested against this man and his efforts. Our legislature does nothing. Oklahomans have no recourse to remove a public official, they must be impeached, and our legislators refuse to do this. Ethics violations, misspent funds… none of it matters to them. When citizens provide pushback the representatives response is typically “we don’t want to overturn the will of the people” (despite walters’ approval rating being in the basement).
Ryan Walters barely won his primary (which are closed in this state.) Efforts to open up primaries via state question have been met by the Republican legislature with lawsuits. In addition, the current legislature is working to introduce significant limitations to our voter initiative process, to further hamstring a citizens ability to make change. I consider myself a purple voter and my faith is very important to me. I want to stay above the political finger pointing… However, the fact of the matter is in 2011 OK was 17th in education, 2011 was also the year our state went completely red: governor, state House, state Senate. We’ve remained completely red since 2011. Today in 2025 Oklahoma education is ranked 49th. Take from that what you will, but, as Sharon says: the facts don’t require our approval. (Pray for us!!!!)
Can a group of parents come together and engage the ACLU? This needs to be taken to the Supreme Court. Also, you should have a moms group that is the opposite of Moms for Liberty. The reality is they know they are subverting the will of the people. I’m so sorry. This is a fight worth fighting.
I think that a concentrated organized effort to counter Moms For Liberty is absolutely needed.
Is "Moms For Liberty II: Actual Moms For Actual Liberty" already taken?
What about "Moms For Liberty II: Raiders of the Lost Rights"?
"Moms For Real Liberty: We Don't Fake It"
There are many groups that are working to push back against this insanity (and have been doing so since before our teacher walkout in 2018) but progress is small because the supermajority persists. (Oklahoma also has a “straight party voting” option at all elections, and as a precinct worker I can confirm it is popular.) I’m thankful for groups like “Oklahomans for Public Education” and “Oklahoma rural schools coalition” who are working hard to move the needle. ❤️
I’m so sorry!! Praying for you and your fellow Oklahomans.
I grew up in the South where lies about the Civil War were taught in school. This is another purposeful attempt to rewrite history, and it is very dangerous!
The clear engagement in curriculum changes with intent for political and ideological indoctrination, with no time or space given for meaningful public thought and comment, is so incredibly alarming. Is there any path forward for citizens of Oklahoma to challenge these changes?
This makes me so angry and I am a believer. This isn’t what America is supposed to be and has to be stopped!
I have never seen such fear and panic from the Republican Party or whoever have become. To me, it’s and obvious holding on to that which cannot be held. The world is moving forward, these Christian Nationalists are grasping for anything so that we do not move forward as a nation, as human beings. Holding on too tightly has never worked out well in the end.
As a resident of Texas, I’m always appalled what Ryan Walter’s is up to in Oklahoma. Texas is making very poor choices in regards to public education. I watched this interview live, is there any recourse for changing it before the new school year starts? Maybe I missed it in the discussion.
Now wait just a darn minute. I thought republicans were staunchly against indoctrination in classrooms. 🙄
I have so many issues with what's going on in OK. It annoys me to no end that folks equate America's founding documents with ancient sacred Scripture. And the current issue of teaching lies as fact looks so much like fascism, that it might as well be wearing a tiny mustache.
Sharon, I'm curious - is there any precedent for creating a legitimate counterpoint curriculum that could be offered, whether inside or outside the official school system? Something that could document not just that these are election lies, but expose the entire process of how Walters managed to push this through? I'm thinking about resources parents and teachers could use to supplement what's being mandated.
In my mind, an ideal counterpoint curriculum would use primary sources and media literacy techniques to analyze how the specific conspiracy theories in the curriculum originally spread and how we know they are false. It would document Moms for Liberty's financial connections to Heritage Foundation and Koch-adjacent donors (millions of dollars of corporate money flowing to what claims to be a "grassroots" organization). It would teach students to recognize the tactics used when politicians try to rewrite history through curriculum changes. Most importantly, it would create civic-minded citizens who understand why election integrity matters and how to distinguish credible sources from propaganda.
Oklahoma's Republican supermajority meant there simply wasn't enough opposition to push back against this nonsense. This really highlights why down-ballot races matter tremendously, even in seemingly "lost cause" states. School boards and state education officials shape what an entire generation learns. Often these extremist candidates run unopposed. Even if an opposition has no chance of winning, their existence has an effect of moderating extremism.
It’s frustrating how preventable this was with today's technology. If someone had just loaded both curriculum versions into ChatGPT asking for a comparison, the sneaky additions would have been flagged in seconds. We shouldn't be relying on good faith from bad actors, with reviews of 400-page documents dropped at the eleventh hour. I think A.I. tools could be a powerful watchdog in these situations.
I wanted to answer my own question and I looked into it... There's actually some powerful historical precedent for supplemental curriculum that challenges mainstream education! The most famous example would be the Freedom Schools created during the Civil Rights Movement in 1964 Mississippi. They were designed to provide Black students with education that public schools wouldn't give them - teaching about citizenship, voting rights, and Black history. They operated outside the official school system but had real impact. The Freedom School model has been revived in modern times - the Children's Defense Fund has been running Freedom Schools since 1995, and they've reached over 200,000 students.
A more contemporary example is the Zinn Education Project, which provides free, downloadable lessons based on Howard Zinn's "A People's History of the United States." It's a collaboration between two nonprofit organizations and focuses on teaching history from perspectives often left out of traditional textbooks. Teachers across the country use these materials to supplement their standard curriculum, and many report that students find them far more engaging than traditional textbooks. It seems to have a particularly strong impact in communities where the official curriculum is lacking.
For the situation in Oklahoma, I think a hybrid approach could work - creating online resources that both parents and willing teachers could access, perhaps in partnership with organizations like the Zinn Education Project or Learning for Justice.
The wrinkle here is that the supplemental curriculum would be facing political headwinds instead of coasting on them: even if moderate Republicans were against what just occurred, it’s probably not the kind of immense reaction that would happen if it was the actions of politicians across the aisle doing the same corruption.
So the key would be positioning it as supplemental rather than replacement, focusing on bulletproof factual claims, creating a balanced perspective that covers reasonable questions from both sides of the political spectrum, making it accessible in multiple formats (not just in schools), and involving both educators and community members in its development. We'd need to be transparent about funding sources too - unlike Moms for Liberty with their dark money connections.
I wonder what other readers think about something like this?
I'm going to a secular homeschool conference this year, and I'll be interested to see what curricula are already available. Even though I am a person of faith, I have little trust in the religious homeschool material I have seen.
Timothy -- The basic concept of supplemental curriculum is a great idea, and in many cases--has been utilized with success. The greatest hurdle is "time." Most teachers will tell you that anything added to curriculum requires eliminating something else...to make time. That said--one solution that school districts and curriculum specialists in Oklahoma will undoubtedly incorporate is enhanced lessons in ELA courses with regard to research and composition. "How to verify sources, and discern source credibility." Also, social studies teachers can always 'teach' the required curriculum by prefacing certain lessons with disclaimers. I had a colleague in my old school who was a science teacher who did not personally believe in evolution. He fully understood Darwin's theory, but to him, it was purely a "theory." When introducing "Evolution" in his classes, he always told students that it was necessary for him to teach it as 'truth', but he, personally did not adhere to the theory as truth. Were I still teaching--and if I were in Oklahoma--I would tell my students that, "according to the curriculum standards, I am required to present the following lesson as truth...although, I do not personally subscribe to it as such. The state school board however, does not agree with my personal views." I would then 'teach' the lesson in the most expedient manner possible...and move on. Hopefully, this would create a semblance of doubt among my students with regard to the competency of the state's education system without compromising my employment/contract.
Thanks for this insight, Todd! Exactly the insight I was looking for. Could you get in trouble for that "I don't personally subscribe to it" framing? Is that as far as you would feel comfortable going, or could you also add something like "If you want to know the real story about how this curriculum came to be, hang out after the bell rings"? Or could you flat out add it to class, stating pure facts like the ones in this article about how this lesson wasn't added to the proposal until so late that nobody read it? That it's purely politics of one man with an axe to grind, etc?
Timothy -- A teacher who explicitly criticizes their district's administration, or state's ed. department does open themselves up to disciplinary action. With most school district's, this would amount to a slap-on-the-hand, and a promise from the teacher to "not do it again." However, if a teacher carefully crafts their message to students by merely stating their 'personal' disagreement with a particular policy--simply 'implying' that the policy 'may' be based on flawed information--that teacher's actions are defensible, and they are likely safe from termination.
One strategy that History teachers often use is to state a fact...then assign students the task to prove it. A strategy that often requires a pre-lesson on "empirical evidence." As the teacher, I'm making the mandated statement, "The 2020 presidential election was rigged." Then, asking my students to "prove it." This allows me, as the teacher to follow the mandate...while students 'discover' the truth on their own.
As far as speaking to students "after the bell rings" would be viewed as 'borderline' nefarious. While it could be argued that a teacher was "off contract time", the teacher-student relationship has no time boundaries, and should remain 'professional' 24/7...even off-campus. I would urge any teacher who wants their students to know the truth about a particular subject/topic where they were required to lie during instruction, that they wait until the student(s) graduate. Of course, by that time, most students will learn of the truth. The only reason for a teacher to reveal to their students that they knew what they were teaching was a lie, is to save face. Personally, I would do this in hopes that my former students didn't reminisce that I was an idiot. No teacher wants that.
This was truly enlightening. Thanks Todd! I love that "prove it" strategy. I'm just imagining the kids discovering the whole farce and looking at the teacher like, "Really? This is all a lie?" And perhaps a laugh and a "I'm not allowed to say that" from the teacher is all that's needed.
Is there anything that can be down now to fix this problem? Can a lawsuit be pursued and courts put a stop to this? I find it appalling that a board would vote on something like this without reading it in its entirety. How many years will this curriculum be the mandate before the board has the opportunity to vote on a new one with the correct facts?
I’m also wondering whether teachers have the ability to counter the teaching by pairing the 60+ lost judicial cases with this absurd curriculum.
I’m a 30 yr retired teacher from TX living in OK. This topic was THE most discussed at a recent mtg of the Tulsa area Democratic representatives and our senators.
1) The state education committee DID get a copy of the standards 24 hrs before the mtg in which they were to vote.
2) They received a SECOND copy (with the changes) approx 4 pm before the next day’s 9:30 mtg.
3)Ryan Walters knew EXACTLY what he was doing.
I’ll try to attach an article from the Tulsa World.
Critical thinkers in Oklahoma-there aren’t many of us, sadly-are appalled.
The Republican majority of the Senate education committee chose, after an hour mtg, not to bring this to a vote.
The Democrat reps at last weeks mtg are researching if they can prevent Prager U, Hillside College, and the Heritage Foundation (3 of the authors of the curriculum) from bidding when individual school districts choose their curriculum. It’s a last ditch effort, but they’re not giving up.
TULSA WORLD May 4, 2025
Lawmakers take pass on academic standards
Senate president pro tem says decision was not made lightly
STEVE METZER
Tulsa World May 4, 2025
OKLAHOMA CITY — Controversial new social studies standards for Oklahoma public schools were allowed to stand this week only after Republican lawmakers held lengthy discussions and Gov. Kevin Stitt cooled to the idea of an intervention, Senate President Pro Tem Lonnie Paxton said.
The Legislature might have acted to reject the standards, which were approved by the Oklahoma State Board of Education in February. Some board members later said that they felt that they had been misled and rushed to vote by Superintendent of Public Instruction Ryan Walters. Two weeks ago, Stitt said he thought the process that was followed deserved a review.
But that apparently won't happen, as the Legislature failed to pass any resolution rejecting the standards before a May 1 deadline. Democrats at the Capitol expressed their frustration in recent days by delaying floor action on legislation. They had filed resolutions proposing to reject the standards and noted that some Republicans had pledged to support a similar resolution drafted by Sen. Adam Pugh, R-Edmond.
"I don't know what (Walters) is communicating to the Republican caucuses that's making them feel comfortable about these standards, because our continued concern is that they're age-inappropriate, politically charged and there's so many religious undertones," said House minority caucus leader Rep. Cyndi Munson, D-Oklahoma City.
Sen. Julia Kirt, D-Oklahoma City, the minority party leader in the Senate, said Republicans have repeatedly failed to hold Walters accountable for things like campaign ethics violations and decisions made to give hefty bonuses to political advisers paid with funds of the Oklahoma State Department of Education.
"It's especially hurtful that we could not hold (Walters) accountable on the social studies standards," Kirt said. "When we do finally get an opportunity to take a stand on something that's clearly gone awry and has been a bad choice by the superintendent, we're not taking that."
At his weekly press availability held on Thursday, Paxton, R-Tuttle, said the decision not to vote on any resolution was not made lightly.
"I had several members of the Senate who came to me in favor of sending those standards back, since the governor was saying we needed to do that and we had a lot of constituents (who) had contact with senators and said the exact same thing," Paxton said. "I talked to the governor three diff erent times over the weekend just to verify that he was still calling for that, and he was all the way up until Sunday (April 27), and then Sunday evening when I talked to the governor he said, 'Well, you all can kind of do with it what you want to.' … I wouldn't say he pulled back support of it, but he wasn't going to help us with accomplishing that."
On Monday, Paxton said Republican senators huddled for about 1½ hours and brought Walters into their discussions. Many senators also talked to state school board members.
"We had a very robust discussion, and after that was all over we realized there was not enough support within our caucus to move (a resolution) forward," he said.
Paxton was asked about claims that Walters had been dishonest with school board members about the standards and how they were presented before their vote.
"I don't want to use the word that he was dishonest in it. He's a statewide elected official, and he made his presentation," he said.
He suggested that if OSBE members had been uncomfortable with what transpired they should have resisted taking any vote.
"If I was handed a 400page document that was not highlighted and you could not tell what was in there, I don't think I would have voted for it," he said. "That's their responsibility. Even as new members, you're not forced to vote yes or no on anything or to vote on anything. You can always step back and say, 'I'm not comfortable with this.' … That would have been the preferable way to do it rather than to let it come to the Legislature and counting on us to do it."
At his own weekly meeting with the press, House Speaker Kyle Hilbert, R-Bristow, said that Walters did a good job in his meetings with lawmakers convincing them that the social studies standards were presented accurately to OSBE members. He allowed that some members who had only recently been appointed to the board may have felt rushed to vote in February.
"At the end of the day, they were appointed when they were appointed, and so that kind of created a time crunch," he said.
"We as the Legislature this week chose to follow the historical precedent of not intervening in this process that the elected state superintendent oversees," Hilbert continued. "As I've said from the beginning, ... we needed to be on the same page, the House and Senate, and at the end of the day we couldn't build a consensus on those items, on what if anything we wanted to change."
steve.metzer@tulsaworld.com
I think it's important to reiterate Sharon's comments that 90% of the decisions and policies that impact (your) a child's education are made at the state and local level. On that note: It is important to attend your local school board meetings, and speak out for 'truth' when the opportunity arises. Too often, when a local school board allows for public comment, those who speak up are generally representing the side of falsehood. To complain (with "fake" data in hand) to the school board. "My son/daughter is learning this, or that...and I won't stand for it." The media will portray this confrontation in a David/Goliath perspective. The 7-year-old's mother against the mighty school district. Eventually, this is framed as "parents vs the school district." BUT...as noted in the interview, the parent(s) that are presenting a radicalized argument are usually the minority--oftentimes, overwhelmingly the minority. From my own experience, I have witnessed the neutralization of a radical parent when another parent shows up at the school board meeting and presents a valid refutation. Since the counter argument to the original complainer is coming from the same ranks--and not the school board--it is now interpreted as a 'parent vs parent' squabble, giving the school board the reasonable discretion they need to do what is best/better for the district, as a whole.
If you have prior knowledge of a parent who plans to present at your local school board an idea that is counter to 'common sense', and knowingly false information--I urge you to get your data together, and muster the courage to speak up. Do not allow the false narrative to become interpreted as representative of all parents/stakeholders. If it sounds a little crazy...it probably is, and the powers that be need to know how others feel, and believe.
Regarding the new textbooks that will have to be made--I wonder what "sources" they will use for these "facts". When I was in school (a very long time ago!) I remember the back of the books had pages of references. These new books' references will definitely be entertaining 🙄
Meredith -- While I can't answer your specific question regarding textbook citations, I can tell you (as a retired H.S. Social Studies teacher) that the "textbook industry" is a brutal game of supply and demand (mostly demand). While many states relegate textbook choice/approval to individual districts, there are two large states (Texas and New York) where the state's school board chooses "the" textbook(s) to be used in every class throughout the state. So, textbook publishers can secure a very large order for a specific edition of a textbook IF they can sell that specific text to New York, or Texas. And, when it comes to 'History' textbooks...there is little chance that both NY and TX will approve the same edition. Now, consider a small state, or individual school district contemplating a purchase of new textbooks for their H.S. History classes. They shop around, and find that due to sales volume, the only affordable choices are the NY version...or the TX version. If a (small) state, or individual district doesn't like either, well...too bad. They can't afford any other version since the demand (manufactured units) renders it too rare to be affordable.
Now--my own disclaimer: The last time that I participated in my district's textbook analysis was more fifteen years ago. Those texts were replaced with 'electronic' versions about eight years ago when our district went 'one-to-one' with technology/chrome books. Honestly, I don't know if the textbook 'game' as I described above is still a 'thing.' But...thanks for letting me share my story, nonetheless.
Thank you! I was unaware of the two main states issue, very interesting! I have some experience here in Texas as I'm on the School Health Advisory Committee for my district as a parent. A few years ago we had to approve a new health textbook. We had one "approved" book to choose from the SBOE. If we wanted to find another book we would have to research in depth to see if it lined up with the standards. AND then we were responsible if it did not have all the curriculum. So essentially we had one choice. It was ridiculous.
Tell a lie enough and it becomes a fact — that’s their method. It is more important than ever to know how to distinguish from fact and opinion, as well as the value behind primary and secondary sources of information. When the media and the highest office in our country spews the same lies, it cements a very dangerous standard.
There are so many disturbing things happening in our country now that my heart, mind, and soul are troubled by. Can someone please explain to me why this happening in Oklahoma--a place I don't live in--is THE MOST DISTURBING yet? The straw has just broken the proverbial camel's back.