Mandatory Black Curriculum for NYC Schools

I’m all for it.

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I just learned that this year, New York City Public Schools introduced a full, pre-kindergarten-to-12th grade all-black curriculum.

When I looked though this book of detailed lesson plans, I figured it had to be only for black schools in Harlem or the South Bronx, but no. It’s mandatory for all students — all one million of them in the biggest school district in America.

But black students make up only that 24 percent slice on the right. Hispanics are the big 41-percent chunk. Asians are 17 percent, and whites are just 15 percent.

Whites will put up with anything, of course, but Hispanics and Asians must be irritated by all this blackety-black.

The very name of the curriculum is a joke. “Black studies as the study of the world.”

What? Sorry, but if Africa disappeared from the planet, most people wouldn’t notice.

So, I guess the schools chancellor, David Banks, who pushed this thing through, was being modest when he said: “Black history is American history. Period. Full stop.”

New York City Public Schools Press Office, CC BY 2.0, via Wikimedia Commons

The first lesson in pre-kindergarten is learning everyone’s name. “Teachers should be able to pronounce all names . . . practice may be required.”

These days, that’s true.

In a pre-K lesson about the five senses, students will “describe how objects connected to Black studies/African and Black cultures taste and feel.”

Still in pre-K, lesson 5 is Juneteenth. Children will make Juneteenth flags, and talk about the horrors of slavery.

This is a lesson for four-year-olds, mind you.

In kindergarten, students will be introduced to Adinkra symbols.”

They were used to decorate cloth and pottery. The oldest of these ancient Adinkra symbols dates all the way back to — 1817.

Beats learning the alphabet.

And, of course, every kindergartener needs to know about Kente cloth.

Moving right along to 6th grade, young scholars learn about “King Piye, the great Nubian Pharaoh who conquered & ruled Egypt.”

Here are his warriors crushing all in their path.

Likewise in 6th grade, students study this article about the white teenager who slaughtered 10 blacks at the Tops Supermarket in Buffalo, New York.

There is a cheerful 8th-grade lesson on the Tulsa race riots in which students get to watch a black-produced, black-narrated video about how awful white people are.

Also in 8th grade, there is a whole class on “Power to the People: The Black Panther Party’s 10-Point Program.”

Among its 10 demands: Free all black prisoners.

Autonomy from whites. And the present value of 40 acres and two mules.

First lesson in the 9th grade is “Warrior queens, stateswomen and queen mothers.”

This is a video that is part of a Grade 9 lesson on African communication.

In the 11th grade, more than half the lessons are on reparations. A typical assignment: “Lynching: White Supremacy, Terrorism and Black Resilience.”

In the 12th grade, lesson 4 is called “Slavery and the American Economy,” where you learn that “slavery financed the American economy.” But America is capitalist so it has “unemployment, inflation, poverty, and environmental impact,” which only socialism will cure. Students will learn which companies profited from slavery and “will reflect on what they think should happen to the companies or institutions that benefited from slavery.”

One reading is this: “In order to understand the brutality of American capitalism, you have to start on the plantation.”

Grade 12: Lesson 5: Black Genius in the Apparel Industry. “Major white corporations rely on Black creativity to reinvent their brands.”

Who’s a black genius designer? Kanye West, shown here getting an honorary PhD from the Art Institute of Chicago.

Credit Image: © Phil Velasquez/TNS via ZUMA Press Wire

And on and on the curriculum goes — for 518 black-as-can be pages. How is this supposed to help students?

Here are NAEP achievement scores over the years for New York City — bottom line, orange — New York State, the purple line, and the US, which is the dotted blue line. New York City is at the bottom.

Miserable black and Hispanic scores drag down the average.

Does anyone — and I mean anyone — really think Adinkra symbols and Juneteenth and King Piye are going to raise those scores?

I guess blacks do. Or maybe they just don’t care about the white man’s test scores.

David Banks, who commissioned this curriculum, is authentically black. Note the African decor.

His predecessor, Meisha Porter, was also black.

But it will be up to Melissa Aviles-Ramos, who took over just last fall, to make this a success.

Why should Hispanics, who are almost half of all students, sit still for this guff? Well, it turns out, they’re going to get their own super-duper Hispanic curriculum.

“New Initiative Launched to Develop Latine Studies Curriculum for NYC Public Schools.”

Latine studies? Latinx didn’t go over, so I guess high-paid dopes are trying again with “Latine.” “The New York City Council has made a profoundly important and historic investment in . . . Latinidad.”

Yep, the city has splashed out three million dollars to promote Latinidad, whatever that is, and I’m sure a stiff dose of it will send Pedro’s scores right through the roof.

Actually, I’m delighted. Let blacks fill their heads with Kente cloth and black geniuses. Let them be as African as possible. Let them disappear into negritude and let Hispanics disappear into Latinidad. This will drive even more whites out of the public schools — another little step towards total disengagement.

Remember the Black Panthers’ 10 points? Number 1 was “Power to Determine the Destiny of Our Black Community.”

Go in peace, brothers, and leave us in peace.