Sixth-grade teacher reportedly divides students into ‘privileged’ and ‘targeted’ groups to illustrate ‘oppression’

A 6th-grade choir teacher in Minnesota reportedly taught a lesson to her students involving “types of oppression” by segregating the children into “privileged” and “targeted” groups during an approved “social-emotional lesson.”

The subject matter is part and parcel of the “critical race theory” agenda being taught in classes across America. Progressive political ideology is reportedly being forced upon young students and many parents have no idea it is happening.

Odelis Anderson teaches at Sunrise Park Middle School near St. Paul, Minnesota. It is unclear exactly what a lesson on oppression has to do with musical instruction but that is what she tasked her students with during a remote learning session. The lesson plan that promoted the “social-emotion” learning was obtained by TheBlaze.

Anderson prefaced the lesson with an introduction for her students: “Last week, we talked about how hard it is to talk about race, and the level of difficulty is different for different people. For people who are privileged, it’s much easier to talk about race and other issues. For people who are not privileged, it’s much harder. Today, we will look at different types of oppression, and whether each of us is in the privileged group or the targeted group.”

(Video Credit: Lessons for SEL)

The lesson plan is real and is apparently approved by the school. According to TheBlaze, her students were “asked to view a chart describing different types of oppression as well as “privileged groups” and “targeted groups” and assess which category they belonged in.” Again, there is allegedly no mention of music anywhere in the lesson.

Five types of oppression were listed on the chart presented to the students. Racism, xenophobia, heterosexism, sexism, and religious oppression were presented to these 6th-graders as the topics in this category.

“Privileged groups” listed on the chart included individuals who are Christian, heterosexual, white, male, and were born here in the United States. “Targeted groups” were comprised of any individuals who aren’t white, who are female, who are LGBT, who are Muslim or claim to be part of any religion other than Christian, and those who aren’t born in the United States.

The lesson was taught via video conference in February. The class is reportedly part of White Bear Lake Area Schools’ coronavirus distance learning options.

Anderson’s LinkedIn profile is revealing:

As a passionate educator, I strive to create culturally responsive learning communities that value diversity and collaboration in order to motivate, challenge and engage students and foster student growth.

• Commitment to offering socially diverse and just education to ALL learners
• Using creative instruction styles, techniques and technology for engaged learning
• Collaborative and communicative with colleagues, parents and students
• Effective classroom management for diverse populations through relationship building
• Continual focus on learning and professional development

But not a word about musical instruction which she has been involved with at the school since 2008.

Her banner on LinkedIn proudly displays words such as awareness, community, culture, socioeconomic, human rights, equity, equality, inclusion, nationality, sex, identity, and social justice.

TheBlaze received an email response from the White Bear Lake Area Schools director of communications Marisa Vette. She verified what was contained in the lesson plan taught to these kids. She claims the purpose of the lesson was “to help students understand that everyone is different and everyone experiences the world differently.” She then said, “We wanted our students to listen to each other’s perspectives and put themselves in others’ shoes.”

The director also stated that this type of activity is included in a series of “social-emotional lesson[s]” that the school teaches during homeroom hour “a couple times a week.” Topics include “self-awareness, social awareness, relationship skills, and responsible decision making.” Homeroom hour is not conducted in the school’s remote learning program so teachers impart the lesson during first-period classes according to Vette. That’s the reasoning given for a choir class teaching a “social-emotional” lesson.

“It is our responsibility to ensure that each of our students’ needs are being met,” stated Superintendent Wayne Kazmierczak. “We know from listening to our students that our continued and sustained commitment to educational equity is a critical part of how we achieve our stated district mission and close gaps that currently exist in our student outcome measures.”

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