CA Dept of Ed voting on curriculum that would encourage students to chant to Aztec god of sacrifice

The California Department of Education (CDE) is set to vote on a new ethnic studies curriculum that reportedly calls for the “decolonization” of society in America and encourages students to chant to the Aztec god of human sacrifice.

The curriculum will focus on “social consciousness” and cultures that have allegedly not gotten enough attention in textbooks. That would include “African American, Chicana/o/x and Latina/o/x, Native American, and Asian American and Pacific Islander studies,” according to the CDE.

“By affirming the identities and contributions of marginalized groups in our society, ethnic studies helps students see themselves and each other as part of the narrative of the United States,” the overview states.

California’s Ethnic Studies Model Curriculum is ostensibly calling for the “decolonization” of American society so that we can “build new possibilities for a post-racist, post-systemic racism society,” City Journal contributing editor Christopher Rufo wrote on Wednesday. “SCOOP: California’s proposed ‘ethnic studies’ curriculum calls for the ‘decolonization’ of American society and has students chant to the Aztec god of human sacrifice. The solution, according to one author, is a ‘countergenocide’ against white Christians.”

Rufo also noted: “California’s Ethnic Studies Model Curriculum, based on the Marxist ‘pedagogy of the oppressed,’ instructs students to ‘challenge racist, bigoted, discriminatory, imperialist/colonial beliefs’ and critique ‘white supremacy, racism and other forms of power and oppression.”

The curriculum will be voted on March 17 and, if passed, will be taught from Kindergarten through the 12th grade.

Also included in this curriculum are chants that are meant to “bring the class together, build unity around ethnic studies principles and values, and to reinvigorate the class” after lessons.

Students are taught chants to the ancient Aztec gods in order to make them better “warriors” for social justice. One of the gods mentioned in the chants is Huitzilopochtli, who is the god of human sacrifice. Part of the chant reads: “Tezkatlipoka, Tezkatlipoka, x2 smoking mirror, self-reflection Tezkatlipoka.” The curriculum describes the chant: “In Lak Ech translates as you are my other me and relates to our habit of mind, empathy, and also compassion, interdependence, ecology, love, and mutual respect.”

Another part of the chant reportedly reads: “Huitzilopochtli, Huitzilopochtli, x2, hummingbird to the left, yollotl, corazon, heart, ganas, the will to action as we grow in, consciousness must be willing to be proactive, not just thinkin’ and talkin’ but makin’ things happen, with agency, resiliency, & a revolutionary spirit, that’s positive, progressive, creative, native.”

“Students first clap and chant to the god Tezkatlipoka—whom the Aztecs traditionally worshipped with human sacrifice and cannibalism—asking him for the power to be ‘warriors’ for ‘social justice.’ Next, the students chant to the gods Quetzalcoatl, Huitzilopochtli, and Xipe Totek, seeking ‘healing epistemologies’ and ‘a revolutionary spirit,'” Rufo stated in his article.

“Huitzilopochtli, in particular, is the Aztec deity of war and inspired hundreds of thousands of human sacrifices during Aztec rule. Finally, the chant comes to a climax with a request for ‘liberation, transformation, and decolonization,’ after which students shout ‘Panche beh! Panche beh!’ in pursuit of ultimate ‘critical consciousness,” Rufo added.

He also noted that the curriculum’s original co-chair, R. Tolteka Cuauhtin, claimed the United States was a “Eurocentric, white supremacist, capitalist, patriarchal, heteropatriarchal, and anthropocentric paradigm brought from Europe.”

“In Ethnic Studies, it is imperative that students understand the historic roots and present-day manifestations of colonialism and dehumanization in order to begin to help heal and reconcile this deeply damaging historical legacy,” another part of the curriculum allegedly states.

Rufo reported that Cuauhtin declared that white people started “grabbing the land,” and “hatching hierarchies,” which created “the basis for the capitalist economy.” Evidently, white people are responsible for subjecting “minorities to domestication” and “zombification.”

“The ultimate goal … is to engineer a ‘countergenocide’ against whites,” according to Cuauhtin, Rufo explained.

The curriculum also lists goals for students and teachers. Classes are urged to “critique empire-building in history and its relationship to white supremacy, racism and other forms of power and oppression.” This is part and parcel of Critical Race Theory. Goals include “the pursuit of justice, greater inclusivity, better self-understanding, more empathy for others, and recognizing intersectionality, which is the merging point of people’s various identities.”

“Under the guise of ‘equity’ and ’empowerment,’ activists within the public education system have developed this radical new curriculum in order to transform California schools into factories for left-wing political activism,” Rofu warned in his article.

“They have recast the United States as an oppressor nation that must be deconstructed and subverted through politics. The curriculum’s vision statement makes this aim explicit: it presents education not as a means of achieving competency, but as a ‘tool for transformation, social, economic, and political change, and liberation,” he added.

The California public school system is comprised of 10,000 schools and approximately six million students. If the curriculum passes, it could spread across the nation as an accepted foundation for student learning.


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