By John Johnson II
Dear School Boards:
You as well as your Superintendents are to be commended for standing up to the Governor’s bullying tactics. His defiance of basic CDC health data as it relates to protecting our students and staff members from the deadly COVID-19 virus and mutating strains is absurd and dangerous. One would have to question how an individual with degrees from prestigious Universities such as Harvard and Yale could make decisions that endanger rather than protect and save lives. Everyone should’ve at least learned in Civics that one’s freedoms don’t allow them to yell fire in a crowded theatre. Thus, why would any Governor consider it an infringement on individual freedoms to mandate masks wearing in order to prevent the spread of the deadly COVID-19 virus. Prohibition against masks mandates resulting in deaths should be considered a crime. Governors should be asked to name a freedom that results in the death of a human that isn’t a crime. Believe it or not, suicide in theory is a criminal offense. Regrettably, the victim was also the murderer. Consequently, there’s never a need for a trial. Our students should never be treated as canaries in a coal mine!
However, the main purpose of my letter is to share several concerns which have evolved from observing and reading about the actions/responses of governmental officials as well as laypersons. Hopefully, you’ve also become concerned with what has been broadcast by national/social media networks and live responses from the public. Somehow, the substance of news reporters’ questions and responses provided by layperson suggest that America’s educational system is failing to effectively educate a large segment of the population. The January 6, 2021, insurrection at the Capitol Building revealed that there are individuals not grounded in the principles of a Democracy such that they won’t attempt to destroy it because of a lost election.
My concerns are twofold; 1) What role does public and private institutions play in providing an education which ensures the continuous growth, and the development of a fairer and more inclusive Democracy? and 2) What must be the composition of the 21st Century Curriculum in order to ensure survival of the planet, economy, health care, capitalism, as well as this Democracy? We must also ask ourselves, what purpose does it serve to have all “A” rated schools and students equipped with good test taking skills? Yet, a segment of Americans, former students, want to overthrow the government. Also, there are other groups that want to impose sanctions on what can be taught in schools. Why is critical race theory considered threatening to white Americans and teaching about the Holocausts and 9/11 are not? Is it less threatening if we only teach about the terrible things done to Americans by foreigners?
What should be the position of School Boards if its parents objected to teaching about systems of governance, such as Democracy, Socialism, and Communism? Other curriculum topics that are debatable could include the following: social programs v. corporate subsidies, Holocaust, causes of the Civil War, slavery, Jim Crowism, 9/11, insurrection of Jan. 6, 2021, racial riots, Presidents impeached and acquitted, etc. Would you agree that an understanding of these issues by students before they become adults could provide for a culturally more homogenous society and a more inclusive Democracy?
Finally, I offer the following curriculum and organizational considerations: 1) assemble a curriculum committee to analyze the correlation between secondary course offerings and democratic values; 2) provide opportunities for students to debate and evaluate systems of governance; 3) train all teachers to be able to inculcate the values of a democracy within their lessons; 4) include students in schools’ system of governance, ( establish one if one is non- existence); 5) emphasize the acquisition of knowledge, analytical skills, reasoning skills, human relations/problem solving skills, and most importantly the consequences of wars; 6) incorporate essay/composition writing and debate activities as means of improving students’ writing and oral communication skills; and 7) provide multiple school activities/events that require students to campaign and run for office whereby other students must cast their vote for the candidate of their choice ( ballots should be counted by a Student Election Board and its Chairperson announces the winner(s) over the school’s TV system). Certainly, there are far more excellent ideas and recommendations available.
If Districts have already implemented many of these recommendations, please forgive my lack of awareness. Should there be any questions or information that you’re willing to share, I can be contacted at (954) 260-6027 or johnjohnson0527@gmail.com,
Sincerely,
John Johnson II (Retired Deputy Supt. MDCPS)
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