North American Values Institute Questions Pittsburgh Schools’ New Curriculum

As the academic year begins, education is under scrutiny as parents and groups examine school curricula. The North American Values Institute (NAVI), a nonpartisan watchdog, has raised concerns about the new ethnic studies course for high school seniors in Pittsburgh Public Schools (PPS). NAVI alleges that instead of focusing on historical education, the course serves as a guide to political activism.

Steve Rosenberg, NAVI Pennsylvania Director, stated, I have a simple philosophy: Teach kids about revolutions, don’t recruit them to be in one, addressing concerns over the course format and lack of counterarguments in materials.

The course includes five units, each taught over several weeks:

• Unit 1: Developing Our Identities: Using Language and History to Create Community
• Unit 2: The Journey of Cultural Legacies: Exploring, Honoring, and Embracing Diverse Histories
• Unit 3: Barriers and Bridges: Navigating Systems of Power
• Unit 4: From the System to the Self: How Society Shapes Identity, Opportunity, and Power
• Unit 5: Making an Impact

Concerns center on Units 3 and 4, which involve understanding systems of power and exploring advocacy for change. Students learn how some power structures privilege certain groups and develop strategies to address inequities.

Unit 5 focuses on community action. It encourages students to create action plans with defined problems and goals, promoting solutions related to race and diversity.

Dr. Ann Fillmore, Executive Director K-12 Literacy, Humanities and Library Services for PPS, argued against NAVI’s view. She emphasized the course’s foundation in civic reasoning under the National Council for the Social Studies (NCSS) C3 Framework. The framework aims to engage students in active citizenship through research and community cooperation.

Fillmore clarified that ethnic studies avoid oversimplifying groups as ‘oppressor’ or ‘oppressed’. The course covers Jewish history and resilience, challenging the claim of presenting a one-sided view.

NAVI’s concerns extend to Jewish identity within the curriculum, particularly how it addresses Whiteness and privilege with readings like Eric Goldstein’s The Price of Whiteness: Jews, Race, and American Identity. Rosenberg called for presenting diverse narratives to allow students to form their own conclusions.

Fillmore countered NAVI’s claims of a single narrative by highlighting inquiry-based learning, involving varied sources for discussion.

Rosenberg highlighted the importance of parents reviewing course materials and asking appropriate questions to understand classroom teachings.