>> Renee: GOOD EVENING AND WELCOME TO "KENTUCKY TONIGHT."

I'M RENEE SHAW.

THANK YOU SO MUCH FOR JOINING US.

OUR TOPIC TONIGHT: CRITICAL RACE THEORY AND THE TEACHING OF HISTORY IN KENTUCKY SCHOOLS.

ACROSS AMERICA AND IN KENTUCKY PEOPLE ARE DEBATING WHAT TO TEACH IN SCHOOLS AND HOW TO TEACH IT.

MUCH OF THAT DEBATE CENTERS ON CRITICAL RACE THEORY.

ITS OPPONENTS SAY IT'S GIVES A DIVISIVE, ONE SIDED ANTI-AMERICAN APPROACH TO TEACHING HISTORY THAT OVEREMPHASIZES RACE.

THE OTHER SIDE ARGUMENTS THAT CRITICAL RACE THEORY ISN'T EVEN BEING TAUGHT IN SCHOOLS IN KENTUCKY AND THAT CRT'S CONTRADICTS WANT TO, QUOTE, WYATT WHITEWASH HISTORY AND DOWN PLAY RACISM'S IMPACT.

THE KENTUCKY GENERAL ASSEMBLY IS CONSIDERING BILLS DEALING WITH WHAT SHOULD AND SHOULDN'T BE TAUGHT TONIGHT OUR FOCUS IS ON BILL 138.

IT'S CALLED THE TEACHG AMERICAN PRINCIPLES ACT SPONSORED BY SENATOR MAX WISE, REPUBLICAN FROM CAMPBELLSVILLE AND SHARE CHAIR OF THE SENATE EDUCATION COMMITTEE.

ALSO JOINING US US IN THE ELECTRICS studio COMMISSIONER JASON GLASS, THE KENTUCKY DEPARTMENT OF EDUCATION.

IN OUR FRANKFORT STUDIO REPRESENTATIVE ATTICA SCOTT, A LOUVRED.

AND JOINING US BY SKYPE, IAN ROWE WITH THE 1776 UNITES CAMPAIGN, SENIOR VISITING FELLOW AT THE WOODSON CENTER AND A SENIOR FELLOW AT THE AMERICAN ENTERPRISE INSTITUTE.

WE WANT TO HEAR FROM YOU TONIGHT OR SEND AS A QUESTION OR COMMENT OOPHYTE TWITTER@KY TONIGHT.

SEND AN EMAIL TO KY TONIGHT.

OR USE THE WEB FORM AT KET.ORG/KY TONIGHT.

MAKE SURE TO CHECK THE BOX THAT SAYS YOU'RE WILL NOT A ROBOT.

OFFER YOU MAY GIVE AS A CALL AT 1-800-866-0366.

WE WELCOME TO OUR GUESTS NEAR AND FAR.

THANK YOU ALL FOR BEING HERE.

FOR THIS VERY IMPORTANT DISCUSSION, AND CHAIRMAN WISE, YOU KNOW HOW THIS SHOW GOES.

WHEN WE HAVE THE BILL, WE ALWAYS WANTED TO MAKE SURE WE GET THE FACT OUT ABOUT THE BILL AND CLARIFY WHAT IT DOES AND DOES NOT DO SO I WANT TO ASK YOU FIRST YOUR FELT COMPELLED TO BRING UP AND INTRODUCE, AND THE SENATE HAS PASSED THAT THE SENATE BILL 138.

>> RENEE, FIRST THANKS FOR HAVING ME ON THE SHOW TONIGHT.

SENATE BILL 38 WAS HAS BEEN A JOURN OVER THE INTERIM PERIOD WHERE WE HAVE HERD BA STUDENT INSTRUCTION, AND WE KNOW IN THE PAST TWO YEARS AS IT WILL RELATES TO STUDENT INSTRUCTION THAT PARENTS ARE VERY ENGAGED.

I THINK THEY'REMORE MORE ENGAGED THAN THEY'VE BEEN IN A LOANING TIME ABOUT WE LOOK A SENATE BILL 138 TO UNIFY.

WE'RE CALLING AT THIS TIME TEACHING AMERICAN PRINCIPLES ACT.

AND IT WILL ALIGN OUR SOCIAL STUDY STANDARDS.

WE CURRENT HAVE THOSE IN PLACE K THROUGH FIFTH GRADE.

WE WANT TO EXPAND UPON NOSE IN MIDDLE TO HIGH SCHOOL.

WE WANT TO ALIGN THE CORE AMERICAN DOCUMENTS WITH THOSE STANDARDS AS THE RELATES TO OUR CHILDREN'S EDUCATION, MAKE THEM BERRY CITIZENS AND FOCUS ON THINGS SUCH AS FREEDOM AND EQUALITY AND PERSONAL AGENCY THAT MAKE OUR COUNTRY WHAT IT IS.

>> ASK IT AN ANTI-CRT THE BILL IS.

>> NOTHING IN THIS BILL NEXT ANYTHING ABOUT CRT.

WE'RE TRYING TO MAKE THIS WAY TO UNIFY THOSE ARE IN THE CLASSROOM AS WELL AS PARENTS AND STUDENTS AS WE GO FORWARD.

THERE'S BEEN A LOT OFNESS INFORMATION ABOUT THE BILL, A LOT OF THINGS IN HERE THAT SAYS WHAT YOU CAN AND CANNOT TEACH AND WHAT STUDENTS CAN AND CANNOT LEARN.

THAT'S COMPLETELY FALSE.

THERE'S NOTHING IN THE BILL WHATSOEVER AS IT RELATES TO THAT.

THERE'S NOTHING WITH CURRICULUM.

THIS IS BASICALLY ALIGNING SOCIAL STUDER IS STANDARDS.

>> I WAS GOING TO ASK YOU HOW IT'S BEEN PRESENTED AND HOW IT'S BEEN RECEIVED.

>> IT'S BEEN DIFFERENT WAYS.

IN TERMS OF THE COMMITTEE EASTBOUND A COMMITTEE SUB THAT ONCE WE GOT THE BILL OUT THERE INITIALLY, I THINK WE HAD A LOT PEOPLE THAT, YOU KNOW, RAISED SOME CONCERNS.

THERE WAS A WORD IN THERE ABOUT DISCUSSION IN CLASS WOMB.

I HAD THE WORD IMPARTIAL AND WE COMPLETELY REMOVED THAT.

EVEN BEFORE FILING THE BILL WE LISTENED TO A LOT OF SHAREHOLDERS, PARENTS, STUDENTS, PRINCIPALS ALIKE.

IT'S A PROCESS AND ANY TIME YOU HAVE A PROCESS YOU SIT DOWN.

I ACTUALLY HAD THE COMMISSIONER COME TO MY OFFICE AND WE TALKED ABOUT THE BILL AND WE TALKED ABOUT SOME THINGS THAT MAYBE WE LOOKED TO MAKE SOME CHANGES WITH, AND THAT'S WHAT I'VE DONE.

I'VE MADE SOME CHANGES.

SO THAT INITIAL COMMITTEE COMMITTEE MEETING SEED, WE HAD INDIVIDUALS THAT TESTIFIED AGAINST THE BILL AND A LOT OF WHAT THEY TESTIFIED AGAINST WAS TAKEN OUT AND REMATCHED DO WANT TO SAY ON THE SENATE FLOOR THAT I DID MAKE A POLITICAL GAFFE IN TERMS OF WORDS THAT I USED.

I SAID THAT THIS BILL WAS TEACHING STUDENTS WHAT TO THINK INSTEAD OF HOW TO THINK.

THAT'S COMPLETELY FALSE.

I MADE A MISTAKE IN FORMS OF A MISSPEAK THAT DAY BUT WE ARE TRYING TO TEACH OUR STUDENTS HERE AND TRYING TO EDUCATE THEM AND GIVE THEM THE NECESSARY INGREDIENTS.

LET TEACHERS MAKE THE RECIPE, AND WHEN THAT ALIGNING THESE CORE DOCUMENTS WITH THOSE SOCIAL STUDY STANDARDS BUT WE WANT TO BE INSTRUMENTAL IN STRESSING THE IMPORTANCE OF HOW TO BERN LEARN AND NOT WHAT TO LEARN.

>> I WANT TO GO TO YOU, COMMISSIONER GLASS.

THANK YOU FOR BEING HERE WITH US ABOUT THIS BILL.

I KNOW YOU KNEW IT WAS COMING BECAUSE THERE WERE OTHER BILLS IN HOUSE THAT WE'RE DISCUSSING TONIGHT THAT HAVE NOT BEEN FILED.

DO YOU A HAVE PROOF SENATE BILL 138 AND WAS YOUR INPUT TO CHAMBERLAIN WISE APPRECIATED AND EMBRACED AND ACTUALLY INCLUDED IN THE MEASURE?

>> I WANT TO START WITH MAYBE SOMETHING WARE RARE AND THAT'S TO COMPLIMENT SENATOR TWICE.

YOU DON'T GET A LOT OF COMPLIMENTS.

BECAUSE I THINK THIS WAS AN EFFORT TO REACH ACROSS THE DIVIDE, AND THERE IS A HUGE DIVIDE ON THIS ISSUE AS YOU MENTIONED IN YOUR OPENING COMMENTS.

I THINK WITH CRITICAL RACE THEORY FOLKS ON THE RIGHT ARE CONCERNED ABOUT THE ATTACKS ON THE SKETCH MER TOCK RASSEY AND THE INSINUATION THAT CERTAIN INDIVIDUALS OR INDIVIDUALS ARE EITHER PRIVILEGED OR INHERENTLY VICTIMS BECAUSE OF THEIR RACE.

AND THEN ACROSS THE DIVIDE THERE ARE REAL CONCERNS WITH THE CRT BILLS THAT HAVE BEEN FILED IN KENTUCKY AND AROUND THE COUNTRY THAT THIS IS AN EFFORT TO WHITEWASH HISTORY.

AND DOWNPLAY THE REAL IMPACTS OF RACISM THAT STILL ARE PRESENT IN OUR COUNTRY.

AND CONCERNS AROUND HOW THESE BILLS THREATEN TEACHERS IN A VARIETY OF WAYS.

AND SO INTO THAT DIVIDE IS WHERE THE SENATORS EVER SENATOR IS TRYING TO CREATE SOME KIND OF CONNECTION OR FIND MIDDLE GROUND.

I DID PROVIDE THE SENATOR SOME FEEDBACK ON THE BILL.

TO HIS CREDIT, HE LISTENED TO THAT AND TOOK SOME OF THOSE ELEMENTS IN ACCOUNT.

FUNDAMENTALLY I STILL THINK THIS BILL IS UNNECESSARY AND HAVE A FEW SIGNIFICANT CONCERNS WITH IT.

FOR EXAMPLE, ONE OF THE ELEMENTS THAT'S IN THE BILL, AND IT INDICATES THAT TEACHERS WILL TEACH IN A WAY CONSISTENT WITH THE FOLLOWING CONCEPTS.

AND THEN IT GOES ON TO SAY IN.

THE UNDERSTANDING THAT THE, TOO, OF SLAVERY IN POST CIVIL WAR LAWS ENFORCING RACIAL SEGREGATION AND DISCRIMINATION WERE CONTRARY TO THE FUNDAMENTAL PROMISE OF LIFE, LIBERTY AND PURSUIT OF HAPPINESS AS EXPRESSED IN IF DECLARATION OF INDEPENDENCE BUT DID AT THE FINING SOLELY ON THE LEGACY OF THIS INSTITUTION IS DESTRUCTIVE TO THE UNIFICATION OF THE NATION.

WELL, FROM ONE STANDPOINT, THAT STATEMENT IS FACTUALLY INACCURATE.

THE DECLARATION OF INDEPENDENCE AND THE FOUNDING DOCUMENTS WERE WRITTEN BY PEOPLE, MANY OF WHOM WERE SLAVE HOLDERS, AND THE SEGREGATION, THE RACIAL SEGREGATION, THE DISCRIMINATION WAS PRESENT AT THE BEGINNING OF THE COUNTRY.

AND SO THAT'S PART OF OUR STORY, AND SO TO TEACH IN A WAY THAT DOESN'T ACKNOWLEDGE THAT I THINK IS PROBLEMATIC.

I ALSO THINK THAT THERE IS A QUESTION THAT STUDENT SHOULD WRESTLE WITH ABOUT WHAT ARE THE LASTING IMPACTS OF SLAVERY AND JIM CROW LAWS AND SEGREGATION AND RACISM THAT EXISTS TODAY.

AND EITHER WE BELIEVE THAT -- EITHER WE BELIEVE IN REPRESENTATIVE DEMOCRACY AND THAT OUR STUDENTS AND CITIZENS ARE CAPABLE OF TAKING ON TOUGH ISSUES OR WE DON'T, BUT IF WE BELIEVE THAT THEY ARE, THEN WE NEED TO LET OUR KIDS WRESTLE WITH DIFFICULT ISSUES SUCH AS THESE IN THE CLASSROOM.

TO THE SENATOR'S CREDIT, HE GOES OUT OF HIS WAY TO TRY AND ESTABLISH THAT YOU CAN TALK ABOUT THOSE TOUGH ISSUES.

ANOTHER CONCERN THAT I HAVE WITH THE BILL IS THAT IT SPECIFIES A NUMBER OF DIFFERENT CURRICULAR ELEMENTS FROM THE STATE HOUSE, WHICH I WOULD ARGUE IS INHERENTLY A POLITICAL ANIMAL.

WHEN YOU MAKE DECISIONS IN THE COMMITTEE ROOM OR IN THE LEGISLATURE, IT'S A POLITICAL CONVERSATION.

KENTUCKY HAS A LONG HISTORY OF THESE CURRICULAR DECISIONS BEING MAIDS AT THE LOCAL LEVEL WHICH IN MY OPINION IS WHERE THEY SHOULD STAY, BUT I DID WANT TO START WITH I THINK GIVING THE SENATOR CREDIT.

REACHING ACROSS THE DIVIDE IS A HARD THING TO DO AND HE DID THAT.

>> ONE OF THE THINGS THAT WAS MENTIONED DURING THE SENATE FLOOR DEBATE LAST WEEK, I BELIEVE IT WAS FROM SENATOR STEVEN WEST, WAS THAT THIS BILL IS IN RESPONSE NOT TO CRT AND THE CONTROVERSY AND THE CONVERSATION AND THE STATE ACROSS THE NATION BUT TO SF 1 FROM 2017 THAT ADDRESSED STANDARDS, BUT THE TIMING IS EERILY COINCIDENTAL.

WHAT IS IT IN RESPONSE TO, CHAIRMAN WISE?

>> ONE OF THOSE THAT WE'VE HEARD A LOT OF DISCUSSION ABOUT IS SINCE PASSING SENATE BILL 1 IS ABOUT STANDARDS, AND THAT IS WHERE THE LEGISLATURE CAN HAVE CONTROL.

WE DO WANT TO GIVE LOCAL CONTROL AND WE DON'T WANT TO GET INTO TELLING A TEACHER ANYTHING ABOUT WHAT CAN AND CANNOT BE TAUGHT, BUT IN TERMS OF SETTING THE STANDARDS, ABSOLUTELY THE LEGISLATURE CAN HAVE CONTROL OF DOING THAT AND PUTTING FORTH THOSE STANDARDS.

SINCE 2017 OF PASSING OF SENATE BILL 1, WE HAVE HAD MANY DIFFERENTED CATERED, MANY DIFFERENT PEOPLE SAY WHERE CAN THE STANDARDS GO IN TERMS OF DOCUMENTS?

WHERE CAN WE GO IN TERMS OF TAKING THOSE?

AND SO THAT'S WHAT THIS BILL IS INTENDED TO DO, IS JUST TAKE THE DOCUMENTS THAT'S CURRENTLY IN PLACE AND, RENEE, WE'VE GOT IT IN TERMS OF STATING THAT IT SAYS IN FIFTH GRADE STANDARDS, WHICH STATES, STUDENTS SHALL, QUOTE, DESCRIBE THE IMPACT OF FOUNDATIONAL DOCUMENTS ON THE DEVELOPMENT OF THE UNITED STATES SUCH AS THE DECLARATION OF INDEPENDENCE, U.S. CONSTITUTION AND THE BILL RIGHTS WHICH INFLUENCED THE DEMOCRATIC PRINCIPLES THAT GUIDE THE FOUNDING OF THE NATION AND FORMATION OF THE GOVERNMENT.

THAT'S THE QUOTE FROM WHAT WE HAVE ALREADY WITH YOU ARE ON FIFTH GRADE.

WE'RE SAYING LET'S EXPAND THAT.

I HAVE HAD A LOT OF AP HISTORY TEACHERS THAT HAVE REACHED OUT TO ME SAYING THANK YOU.

NOW WE HAVE SOMETHING.

THESE DOCUMENTS ARE PRIMARY SOURCES.

THEY'RE THERE FOR THE SOURCES TO BE PUT IN SO THROUGH MIDDLE AND HIGH SCHOOL WE CAN USE THOSE DOCUMENTS TO REFER BACK TO.

DONATE I.

CAN'T THINK OF ANY BETTER TIME TO USE THOSE CIVICS DOCUMENTS THAN NOW.

WE HAVE A LARGE PEOPLE IN OUR SOCIETY THAT DON'T HAVE A CIVICS EDUCATION AND BACKGROUND AND A BASIS FOR THAT.

NOTHING AGAINST TEACHERS.

IT'S JUST WHERE WE ARE.

I'VE SEEN THAT AS AN EDUCATOR IN COLLEGE LEVEL TEACHING AMERICAN GOVERNMENT.

SO MANY STUDENTS COME IN AND SAY, I HAD CIVICS BUT IT WAS PROBABLY FOURTH OR FIFTH GRADE AND MAYBE I NEED A REFRESHER.

THIS IS A WAY TO HELP AND A WAY TO UNIFY.

>> WE HAVE LOTS OF QUESTIONS ABOUT THE DOCUMENTS, THE TEXT, THE 54 THAT ARE E NUMERAL RATED IN ACTUAL PROPOSED LEGISLATION, BUT I DO WANT TO ASK DOES IT NOS.

CROSS THE LINES INTO CURRICULUM AND THAT'S NOT UNDERNEATH THE PURVIEW OF THE GENERAL ASSEMBLY.

>> NO, BECAUSE ONCE AGAIN IF WE HAD THESE DOCUMENTS, THEY'RE IN PLACE, HOPEFULLY THAT'S GOING TO LEAD TO MORE EDUCATORS GETTING ENGAGED AND TRYING TO ADD MORE DOCUMENTS TO THAT.

THERE ARE CERTAIN THINGS THAT WE LOOK AT AND WE TALK ABOUT THE ATROCITIES.

THAT'S HOW WE LEARN FROM OUR PAST AND WE LEARN OUR PRESENT, WE LEARN OUR FUTURE OF WAYS WE NEED TO GO.

WE NEED TO GO BACK AND LOOK AT A PLESSY V. FERGUSON AND HOW FAR WE'VE COME SINCE THEN BUT ALSO TIMES IN OUR HISTORY TO BE ABLE TO HAVE THOSE HARD CONVERSATIONS.

WOULDN'T TOWER STUDENT TO LEARN THOSE.

IN TERMS OF GETTING INTO ACTUAL CURRICULUM, ANYTHING LIKE THAT, WE'VE GOT THE STANDARDS IN PLACE.

LET THE DEPARTMENT OF EDUCATION THEN WORK ON IN TERMS OF ADOPTING AND PUTTING THOSE INTO PLACE AS WHAT WOULD MAKE THE BEST SENSE.

>> I WANT TO GO TO REPRESENTATIVE ATTICA SCOTT BECAUSE HAVE A MEASURE YOU FILED SEVERAL MONTHS AGO THAT WOULD REQUIRE THE TEACHING OF RACISM, SYSTEMIC RACISM OF IN MIDDLE AND HIGH SCHOOLS.

WHAT IS YOUR VIEW OF SENATE BILL 138?

>> I APPRECIATE THE QUESTION, RENEE.

SENATE BILL 138 REALLY IS THE CLASSROOM CENSORSHIP BILL.

WHEN I LOOK AT A, I LOOK A SOME OF THE FIRST LINES.

ONE OF THEM SAYS THAT ALL INDIVIDUALS ARE CREATED EQUAL, AND YET TRANS KIDS CAN'T PLAY SPORTS.

WHEN I LOOK AT THE DOCUMENTS THAT ARE OUTLINED HERE AS THE BEGINNINGS OF DOCUMENTS THAT CAN BE USED FOR TEACHING, THE TWO OPINIONS THAT ARE LISTED ARE OPINIONS THAT FOCUS ON BLACK OPPRESSION, DRED SCOTT VERSUS SANFORD DEFINING SLAVES AS PROPERTY, PLESSY V. FERGUSON, SEPARATE BUT EQUAL RACIAL SEGREGATION GETS A THUMB UP.

THE 18 BY WHITE BEEN, EIGHT ABOUT ABRAM MEN, 1 EIGHT BY.

THIS IS A LEGISLATURE THAT IS USING POLITICAL BULLYING TO ENFORCE CLASSROOM CENSORSHIP.

THAT IS UNHEALTHY FOR TOWER KIDS.

OUR KIDS SHOULD NOT BE SUBJECT TO WHAT SENATE BILL 138 IS TRYING TO DO.

>> SO, DR. CAROLYN FOUNT WHO IS A PROFESSOR OF HISTORY IN EASTERN KENTUCKY UNIVERSITY SHARED THIS WITH US, CHAIRMAN WISE, AND I'M ONLY QUOTING PART OF WHAT SHE SENT IN TO US.

THESE BILLS, PARTICULARLY SENATE BILL 138, ATTEMPTS TOO TO MICROMANAGE TEACHERS, AND IN DOING SO THEY UNDERMINE THE KIND OF ROBUST EDUCATION SYSTEM THAT WILL PRODUCE COMPLEX, WELL-ROUNDED CRITICAL THINKERS.

SHE GOES ON TO MENTION SOME OF WHAT REPRESENTATIVE SCOTT JUST SAID, THAT IT ALSO IS MISSING IN THE REQUIRED TEXT ARE VOICES OF ORDINARY MEN AND WOMEN BE WITH FARMERS, FACTORY WORKERS, SOLDIERS AND HOMEMAKERS FROM ANY PERIOD OR ANY GROUP.

IN EVERY INSTANCE ORDINARY CITIZENS SHE SAYS ARE PASSED OVER IN FAIR TEXTS BY WELL-KNOWN LEADERS.

IN SHORED SHORT THE LIST DOES NOT REPRESENT THE MULTI-FACETED AMERICAN PEOPLE OR THEY REALLY VIBRANT AND COMPLEX STORY.

THEN SHE GOES ON TO SAY THE SPONSORS HAVE OFFERED NO JUSTIFICATION FOR THE INCLUSION OF THESE SPECIFIC SOURCES.

WHAT ARE THE SPECIFIC TECHS PLUCKED FROM AMONG THE LIFT THOUSANDS OF POSSIBLE CHOICES?

WHOSE PRIORITY DOES THE LIST REPRESENT?

>> FIRST OFF, THE CORE DOCUMENTS, THOSE 24, BASICALLY THEY'RE JUST A BASELINE.

STILT PROVIDES FLEXIBILITY FOR TEACHERS TO BE ABLE TO SPILL USE ADDITIONAL MATERIALS.

>> BUT WHY PUT IN IT STATUTE, THESE PARTICULAR 24?

>> BECAUSE, ONCE AGAIN, WE'VE BEEN ASKED SINCE PASSING SENATE BILL 1 OF 2017, CAN WE HAVE ANY TYPE OF STANDARDS AND ANY EVIDENCE AND DOCUMENTS TO PUT IN SO WE FELT THIS IS A GOOD BASE.

THE COULD WE HAVE GONE TO FIFTY OR MO?

YES.

THIS WAS IN CONSULTATION WITH MANY PEOPLE THAT THIS IS 24 AMERICAN DOCUMENTS REALLY CAN REFLECT UPON OUR CORE AMERICAN VALUES.

>> DID YOU CONSULT HISTORIANS AND TEACHERS OF HISTORY AND THE COLLEGE RANKS?

>> YES, THERE WAS MANY PEOPLE THAT WERE PART OF THE CONVERSATION WHAT WE WOULD INCLUDE IN THIS.

>> FROM A BIPARTISAN AND IDEOLOGICAL TECH SPECTRUM THEY WERE DIVERSE?

>> VERY MUCH.

THE AS PEN CENTER ASSIST IS NON-POLITICAL.

THEY HAD 50 CORE AMERICAN DOCUMENTS.

THEY ALSO HAD DOCUMENTS THAT TALK WITH EVASIVE SOLEILY AND CONSEQUENCES BE WITH WOMEN AND GENDER ISSUES AND THINGS SUCH AS THAT.

LOOKING AT THIS, WYE LOOKING AT IT AND OTHERS IN TERMS OF THOSE 24 DOCUMENTS, YOU KNOW, THIS WAS A GOOD BASELINE TO START WITH, AND ONCE AGAIN, THIS IS SOMETHING FOR EDUCATORS THEN TO LOOK AT THESE DOCUMENTS AND SAY, HOW CAN WE PREPARE TODAY TO THEN -- COMPARED TODAY TO THEN AND EVEN ADD MORE ADDITIONAL MATERIALS TO CONVERSATIONS AND CURRICULUM.

>> I WITH AN TOO BRING IN HER IAN ROWE WHO IS JOINING FROM US NEW YORK WITH 1776 UNITES.

FIRST OF ALL, EXPLAIN TO US THE SIGNIFICANCE THAT ORGANIZATION HAS TO THIS CONVERSATION AND HOW YOU VIEW THE CONVERSATION WE'RE HAVING IN KENTUCKY ABOUT HOW TO TEACH HISTORY AND WHAT SHOULD BE TAUGHT.

>> WELL, THANK YOU.

THANK YOU THANK YOU, MS. SHAW.

I WAS HONORED TO PROVIDE TESTIMONY LAST AUGUST TO THE KENTUCKY STATE LEGISLATURE, AND AGAIN HONORED TO JOIN YOU THIS EVENING FOR THIS CRITICAL DISCUSSION ON HOW BREAST TO TEACH HISTORY IN OUR SCHOOLS.

AND WHILE I'M NOT HERE TO ENDORSE ANY PARTICULAR PIECE OF LEGISLATION, I DO COME WITH TWO HATS.

ONE IS AS A MEMBER OF THE WOODSON CENTER OF 1776 UNITES, WHICH IS IMPORTANT TO KNOW IS A NON-PARTISAN, DIVERSE ALLIANCE OF LEADERS WHO CELEBRATE THE BLACK EXCELLENCE, REJECT VICTIM HOOD CULTURE, AND REALLY FRY TO SHOWCASE THE MILLIONS OF AMERICANS OF ALL RACES WHO HAVE PROSPERED BY EMBRACING THE FOUNDING IDEALS OF OUR COUNTRY.

BUT PRIMARILY COME TO YOUS A AN EDUCATOR AND A PROUD PRODUCT MYSELF OF THE NEW YORK CITY PUBLIC SCHOOL SYSTEM.

FOR THE LAST TEN YEARS I LED A NON-PROFIT NETWORK OF PUBLIC CHARTER ELEMENTARY AND MIDDLE SCHOOLS IN THE HEART OF THE SOUTH BRONX IN THE LOWER EAST SIDE OF MANHATTAN.

WE HAD MORE THAN 2,000 STUDENTS, PRIMARILY LOW-INCOME BLACK AND HISPANIC KIDS WHOSE PARENTS CHOSE OUR SCHOOLS BECAUSE THEY WANTED THEIR KIDS TO HAVE A SHOT AT THE AMERICAN DREAM, AND I WOULD IMAGINE, LIKE MANY PARENTS THROUGHOUT KENTUCKY, MANY OF OUR FAMILIES IN LOW-INCOME COMMUNITIES MAY HAVE FACED RACIAL DISCRIMINATION IN THEIR OWN LIVES AND FEARED THEIR CHILDREN MIGHT AS WELL.

THEY WANTED THEIR KIDS TO UNDERSTAND OUR COUNTRY'S PAST AND ITS LINK TO THE PRESENT.

BUT THEY DON'T WANT -- THEY DON'T WANT TO SANITIZE THE VERSION THAT CLEANSES AMERICA OF ITS ORIGINAL SIN OF SLAVERY.

BUT THEY ALSO DON'T WANT TO CHERRY-PICK PROSPECTIVE THAT SOLELY EMPHASIZES THE NEGATIVE ASPECT OF OUR COUNTRY'S HISTORY THAT LEAVES THEIR CHILDREN BELIEVING THAT THERE IS A WHITE SUPREMACIST YOUR HONOR LURKING ON EVERY CORNER.

de THEY DON'T WANT TO BE TOLD SIMPLY BECAUSE OF YOUR SKIN COLOR YOU'RE AN ON PROCEEDSOR OR THAT YOU ARE ON PRESSED.

WE HAVE TO TEACH AMERICAN HISTORY WARTS AND ALL, AND I'M VERY EXCITED TO TALK TONIGHT ABOUT SOMETHING THAT WE HAVE DONE AT 1776 UNITES, BUT IF YOU CAN INDULGE ME I'D LOVE TO SHOW JUST A COUPLE OF CHARTS, BUT I THINK IT'S ALWAYS IMPORTANT TO HAVE AS THE BACKDROP WHEN WE ENTER THESE CONVERSATIONS WITH CRITICAL RACE THEORY, HOW WE TEACH HISTORY BECAUSE OFTEN IT'S GROUNDED IN THIS IDEA THAT THERE HAVE BEEN THESE PERSIST RACIAL DISPARITIES, AND PART OF THE ISSUE IS THAT THIS IS DRIVEN SOLELY BY RACIAL DISCRIMINATION.

SO IN PREPARATION FOR THIS DISCUSSION, I LOOKED AT THE 2019 RESULTS IN SOMETHING CALLED THE NATIONAL ASSESSMENT FOR EDUCATIONAL PROGRESS.

THIS IS A NATIONALLY TEST THAT'S THE GOLD STANDARD GIVEN EVERY TWO YEARS IN READING AND MATH, AND IT REALLY ALLOWS YOU TO SHOW OVER A PERIOD OF TIME.

THIS IS THE LONGITUDINAL PICTURE FOR READING AT EIGHTH GRADE FOR KENTUCKY STUDENTS.

AND IT'S IMPORTANT TO KNOW THAT IN KENTUCKY THE NAEP PROFICIENT LEVEL IN READING IS ONLY 33% IN 2019 PRE-PANDEMIC.

BUT IF YOU LOOK AT THIS CHART, YOU SEE A FEW THINGS THAT ARE INTERESTING.

ONE IS THAT YOU SEE THERE'S BEEN A PERSIST RACIAL ACHIEVEMENT GAP IN READING.

THAT PURPLE HAVE PURPLE LINE AT THE BOTTOM REPRESENTS BLACK STUDENTS, AND THE BLUE LINE REPRESENTS WHITE STUDENTS AND HISPANIC STUDENTS ARE IN THE MIDDLE.

BUT WHAT YOU NOTICE IS THAT THERE HAS BEEN A RACIAL ACHIEVEMENT GAP, BUT NEVER IN THE ENTIRE HISTORY SINCE 1998 HAVE MORE THAN 40% OF WHITE STUDENTS BEEN READING AT NAEP PROFICIENT LEVEL.

SO EVEN IF WE WERE TO CLOSE THE RACIAL ACHIEVEMENT GAP, WHICH CERTAINLY A GOAL, YOU REALIZED THAT CLOSING THAT GAP JUST MEANS THAT WE WOULD ACHIEVE UNIVERSAL MEDIOCRITY.

IF YOU GO TO THE NEXT SLIDE, BECAUSE LESS THAN 50 PERCENT OF ALL, 40 PERCENT OF ALL STUDENTS WOULD BE READING AT GRADE LEVEL WHICH IS NOT AN OUTCOME, AND WHEN YOU LOOK AT RAW NUMBERS AGAIN YOU CAN SEE HERE NEARLY 27,000 WHITE STUDENTS WERE NOT READING AT NAEP PROFICIENT LEVELS IN 2019 WHICH DWARFS THE NUMBER OF BLACK AND HISPANIC STUDENTS.

AND, OF COURSE, THAT'S PARTIALLY AFFECTED BY THE FACT THAT THERE ARE MORE WHITE STUDENTS OVERALL.

BUT THE KEY ELEMENT IS THAT IT'S UNLIKELY THAT WHITE SUPREMACY IS THE REASON THAT SO MANY WHITE STUDENTS ARE NOT READING AT NAEP PROFICIENT LEVELS.

I SAY ALL THIS BECAUSE WHILE AT IT'S VERY, VERY IMPORTANT FOR US TO HAVE DISCUSSIONS ABOUT HOW TO TEACH HISTORY AND I'M VERY EXCITED TO TALK ABOUT HOW WE CAN DO THAT IN OUR SCHOOLS, LET'S NOT LOSE SIGHT OF OF THE FACT THAT WE'RE IN MIDST OF A LITERACY CRISIS FOR ALL STUDENTS STUDENTS, AND HOW WE TALK ABOUT THAT SHOULDN'T GET OVERSHADOWED BY THESE CONTROVERSY EVER CONTROVERSY AROUND HISTORY.

AND AGAIN I'M VERY EXCITED TO TALK ABOUT THAT BUT IT'S IMPORTANT THE CONTEXT THIS ENTIRE CONVERSATION IN WHAT'S HAPPENING WITH READING WITH KIDS OF ALL RACES.

>> AND, MR. ROWE, SOME WOULD THAY U.

SAY THAT YOU'RE MAKING THE OPPOSITION'S POINT HERE.

IS THAT WHY ARE WE CONCENTRATING ON SOMETHING, ONE, THAT'S NOT TAUGHT IN KENTUCKY PUBLIC SCHOOLS, K THROUGHAL 12, THAT IS A COLLEGE LEVEL, STARTED OUTLET AS A LEGAL CONSTRUCT, WHY ARE WE BEING DISTRACTED BY FOCUSING ON LITERACY AND OTHER ISSUES THAT ARE PLAIN OUR EDUCATION SYSTEM BY AN OBJECT OF CRITICAL RACE HE EVER OR ANTI-CRITICAL RACE THEORY THAT'S NOT REALLY A PROBLEM?

AND I'LL LET CHAIRMAN WISE ANSWER THAT.

SO OF ALL THE PROBLEMS WE HAVE IN EDUCATION, WHY IS IT SOMETHING THAT'S GETTING SO MANY ATTENTION RIGHT NOW?

>> FIRST OF ALL, SENATE BILL 138 IS NOT DIRECTLY CRITICAL RACE THEORY.

THERE'S NOWHERE IN BILL WHERE YOU FINE ANYTHING RELATED TO THAT.

I DO WANT TO ALSO, WITH MR. ROWE'S COMMENTS, I'M GLAD HE MAY ORE MAY NOT KNOW T. THE WORK WE'RE DOING ON READ TO SUCCEED FOR THIS LEGISLATIVE SESSION.

THE COMMISSIONER IS VERY FAMILIAR WITH THAT, OF BOTH THE HOUSE IS IN THE SENATE WORKING TOGETHER TO TRY AND UP OUR THIRD GRADE REASONED LEVEL.

I THINK WE'RE BOTH COMMITTED IN TERMS OF THE HOUSE AND THE SENATE IN A VERY BIPARTISAN MANNER THAT WE CAN GET THOSE SCORES UP AND THAT'S THE APPROACH WE'RE GOING TO BE TAKING.

>> REPRESENTATIVE SCOTT, AND THEN I WANT TO COME TO THE COMMISSIONER.

YOUR THOUGHTS ON WHAT YOU HEARD MR. ROWE SAY, THAT IT IS LINKED, THAT THE DISPARITIES THAT WE HAVE IN OUR EDUCATION SYSTEM, PARTICULARLY WHEN IT COMES TO LITERACY AT THOSE LEVELS, THAT IT'S NOT BECAUSE OF SYSTEMIC RACISM.

YOUR RESPONSE IS WHAT?

>> IF WE WANT TO IMPROVE LIST ARREST AMONG OUR STUDENTS, MAKE SURE THAT STUDENTS HAVE THE OPPORTUNITY TO READ ABOUT THEMSELVES AND TO LEARN ABOUT THEIR HISTORY.

WHEN I LOOK AT SENATE BILL 138 AND I'M LOOKING AT THEE DOCUMENTS THAT ARE RECOMMENDED READING, I'M THINKING TO MYSELF, WHERE IS INFORMATION ABOUT JAPANESE INTERNMENT DEMOCRATS?

WHAT THE AMENDMENTS THAT GO BEYOND THE 10th AMENDMENT THAT TALK SPECIFICALLY ABOUT BLACK PEOPLE AND WOMEN.

THAT IS NOT IN SENATE BILL 138.

SO YOU ARE NOT ENCOURAGING STUDENTS TO READ.

IN FACT, YOU'RE ENCOURAGING STUDENTS WHICH AGAIN I WILL REPEAT SENATE BILL 138 IS UNHEALTHY.

YOU'RE ENCOURAGING STUDENTS TO SHRINK BECAUSE THEY DON'T SEE THEMSELVES REFLECTED.

SO SENATE BILL 138 REALLY ISN'T ABOUT EDUCATION.

IT REALLY ISN'T ABOUT OUR STUDENTS.

IT'S ABOUT CLASSROOM SENSE ORSHIP.

>> CHAIRMAN WISE?

>> COMPLETELY FALSE.

NOTHING ABOUT CLASS CENSORSHIP AT ALL IS IN SENATE BILL 138.

THIS ALLOWS TEACHERS TO CONTINUE.

IF THEY WANT TO TALK ABOUT JAPANESE INTERNMENT MANY CAMP, TALKING ABOUT THOSE ATROCITIES AND THOSE EVENTS, CERTAINLY.

THIS DOES NOT LIMIT WHAT TEACHERS CAN ORE CANNOT TEACH IN THE CLASSROOM.

THESE, ONCE AGAIN, ARE PRIMARY SOURCES, A BASELINE THAT WE'LL BE ABLE TO PUT INTO SOCIAL STUDIES STANDARDS TO ALIGN THOSE ONCE AGAIN TO MIDDLE SCHOOL AND HIGH SCHOOL.

COMMUNICATIONS, CONVERSATIONS CAN CONTINUE IN THE CLASSROOM AS MUCH AS POSSIBLE.

THERE'S NO CENSORSHIP FOR TEACHERS.

THERE'S NO SENT ZEROSHIP AT ALL.

BUT THERE IS ALSO A PROTECTION IN HERE FOR STUDENTS' FIRST AMENDMENT RIGHTS BECAUSE WE CAN SAY THAT THERE ARE SOME SAFEGUARDS PUT INTO PLACE IF THERE'S AGE APPROPRIATENESS OR IF THERE'S ASSIGNMENTS GIVEN THAT MAYBE A CHILD THAT'S A MINOR OR A PARENT WISHES THAT THE CHILD SHOULD OR SHOULD NOT DO.

THOSE THINGS ARE ALSO IN PLACE IN THERE.

>> AND SO WHAT HAPPENS IF A CHILD FEELS LIKE THEY'RE BEING STEREOTYPED OR MADE TO EL FU LIKE AN A PRESSOR.

WHAT'S THEIR RECOURSE?

>> THE BILL WOULD ALLOW THEM TO GO TO THE SCHOOL BOARD ASSOCIATION.

YOU CAN -- I TO YOUR LOCAL SCHOOL BOARD.

THERE'S THERE ARE THINGS IN THERE IS A PLACE THAT ARE THERE WITH THIS BILL.

>> COMMISSIONER GLASS, I WANT TO BRING YOU INTO THE CONVERSATION.

YOU ARE THOUGHTS.

>> I I THINK A DISCUSSION ON LITERACY A WHOLE OTHER SESSION OF A SHOW.

I AGREE WITH SENATOR WISE WE HAVE TO GET MOVING ON THAT AND THERE ARE A COUPLE OF BILLS IN THE LEGISLATURE THAT HAVE THE PROMISE OF LIFTING KENTUCKY'S OUTCOMES, BUT WE SHOULDN'T ALSO RED HERRING THIS ISSUE BY LET'S THROW UP READING NUMBERS AND NAEP NUMBERS AND ONE OF THE THINGS MR. ROWE DIDN'T TALK ABOUT IS THAT THE BEST PERFORMING STATES IN THE COUNTRY STRUGGLE TO CRACK 50% ON NAEP IN THE AGGREGATE, SO IT'S A VERY HIGH BAR.

SO KENTUCKY'S GOT GAPS TO CLOSE AND WE HAVE THIS DISTANCE TO COVER, NO ARGUMENT WITH THAT, BUT TO KEEP THE FOCUS ON CRITICAL RACE THEORY OR A SYSTEMIC RACISM OF OR SOME OF THE EFFECTS THAT ARE LEADING TO THE COYOTE COMES THAT MR. ROWE TALKED ABOUT, IF WE LOOK A SOME OF THE DIFFERENCES BETWEEN THE LARGE SCALE OUTCOMES FOR BLACK AMERICANS VERSUS WHITE AMERICANS, JUST INTO THE COURSE OF THIS PANDEMIC, HOSPITALIZATION AND DEATH RATES FOR BLACK AMERICANS HAVE BEEN FOUR AND A HALF TIMES GREATER THAN WHITE AMERICANS.

MEDIAN WAGERS 20% LOWER THAN WHITE AMERICANS.

UNEMPLOYMENT IS DOUBLE IN THE BLACK COMMUNITY VERSUS WHAT IT IS IN THE WHITE COMMUNITY.

BLACKS ARE FIVE TIMES MORE LIKELY TO BE STOPPED WITHOUT JUST SCAWS AND FIVE TIMES MORE LIKELY TO BE INCARCERATED.

I THINK WE CAN ALL AGREE THAT IT'S NOT JUST SYSTEMIC RACISM OR WHITE SUPREMACY THAT'S LEADING TO THOSE OUTCOMES.

THERE ARE COMPLEX SOCIAL ISSUES THAT NEED TO BE UNEARTHED TO GET AT SOME OF THE ROOTS CAUSES, AND THEN WE AS A STATE AND THE STATE LEGISLATURE HAVE TO THINK ABOUT WHAT CAN WE DO TO REVERSE THAT TREND.

I COMPLETELY AGREE WITH THE STATEMENTS THAT MR. ROWE MADE EARLIER THAT WE SHOULD BE CREATING AN ENVIRONMENT WHERE EVERY CHILD CAN SUCCEED, ESPECIALLY OUR KIDS THAT COME FROM DISADVANTAGED HISTORICALLY UNDERSERVED BACKGROUNDS.

>> WE HAD THIS COMMENT FROM BRAINED RICHARDSON WHO IS FROM SHELBYVILLE KENTUCKY.

IT'S A QUESTION.

IF A TEACHER PRESENTS AN ISOLATED INAPPROPRIATE INCORRECT CONCEPT OF ANY SUBJECT DEEMED SO BY PARENTS AND APPROVING THAT IT ACTUALLY DID TAKE PLACE, EVEN IF IT'S MATH, ISN'T THAT A MATTER FOR THE PRINCIPAL TO ADDRESS ON THE LOCAL LEVEL RATHER THAN THE LEGISLATURE WITH A BLANKET RULE?

AND THIS GOES BACK TO HOME RULE.

AND ONE OF THE BEDROCK PRINCIPLES OF CONSERVATISM AND THE REPUBLICAN PARTY OF THAT IS BEEN LOCAL CONTROL.

HOW DOES THIS NOT FLY IN THE FACE OF THAT?

>> THAT'S CORRECT.

BASICALLY THE LANGUAGE WE HAVE IN PLACE AND THE STAY OF SAFEGUARD AND WHAT WE HAVE FROM OUR EDUCATIONAL STANDARDS BOARDS AND OUR KENTUCKY SCHOOL BOARD OF ASSOCIATION TO TAKE THOSE COMPLAINTS TO, AND WE ARE PUTTING THAT WITH THIS BILL INTO PLACE.

THERE'S NO DON'TS IN THIS BILL.

SO ONCE AGAIN IF THERE ARE i THERE FOR A STUDENT OR FOR A PARENT, IT JUST PUTS THAT INTO COOD FIED LANGUAGE WHICH ALREADY EXISTS.

>> THERE ARE ROWE, I THINK YOU WERE WAVING TO GET OUR ATTENTION.

SIR, I'LL YIELD TO YOU.

>> NO, NO, THANK YOU.

I JUST WANTED TO FOLLOW UP ON MY COMMENT WHICH IS THAT I DO THINK THAT THERE IS A WAY TO LINK THE GOAL OF INCREASED LITERACY RATE WITH THE OBJECTIVE TO TEACH A MORE FULL VIEW OF AMERICAN MISTER.

AGAIN, IF YOU LOOK AT THE NATIONAL ASSESSMENT FOR EDUCATIONAL PROGRESS ACROSS THE COUNTRY, IT'S SOMETHING LIKE ONLY 15 TO 25 PERCENT OF ALL-AMERICAN KIDS HAVE EVEN A BASIC UNDERSTANDING OF AMERICAN DEMOCRACY, SO WHAT I'D LOVE TODAY IS FIND CREATIVE WAYS TO BRING THESE TWO IDEAS TOGETHER, NOT TO TREAT THEM AS SEPARATE.

FOR EXAMPLE, HOW DO WE BRING MORE CONTENT RICH INFORMATION INTO SCHOOLS?

SO, FOR EXAMPLE, THE WOODSON CENTER OF 1776 UNITES, WE ACTUALLY BUILT A CURRICULUM THAT NOW RAIDS 9 THROUGH 12 ULTIMATELY WILL BE K THROUGH 12 THAT TEACHES IN OUR VIEW, A VERY FULL AND AUTHENTIC CURRICULA OF THE AFRICAN AMERICAN EXPERIENCE IN THE UNITED STATES.

LARGELY TELLING STORIES THAT MOST AMERICANS DON'T KNOW BUT THE STORIES ARE UNIVERSAL AND CAN BE INSPIRING.

SO, FOR EXAMPLE, BOOKER T. WASHINGTON IN THE EARLY PART OF THE 20th CENTURY DURING THE JIM CROW SOUTH WHEN BLACK SCHOOLS WERE SEGREGATED, INFERIOR IN TERMS OF RESOURCES THAT WERE BEING BROUGHT TO THEM, SHE HAD, YOU KNOW WHAT?

WE ARE GOING TO BUILD A NETWORK OF SCHOOLS THROUGHOUT THE SOUTH, BE PARTNER WITH JULIUS ROSEN WAHLE WHO AT THE TIME IT WAS THE CEO OF THE SEARS, ROEBUCK COMPANY.

THEY BUILT NEARLY 5,000 SCHOOLS CALLED THE ROSENWALD SCHOOLS EXCLUSIVELY FOR BLACK STUDENTS.

THE FUNDING WAS MATCHED BY EACH LOCAL COMMUNITY.

THERE'S AN INCREDIBLE LEVEL OF OWNERSHIP, SELF-SUFFICIENCY, AGENCY, DETERMINATION IN THE FACE OF VERY HOSTILE OUTCOMES, AND YET THE READING LEVELS SKYROCKETED FOR BLACK KIDS THROUGHOUT THE COUNTRY.

THIS STORY IS NOT KNOWN TO MANY, MANY KIDS AND EDUCATORS.

I'M STUNNED IN OUR CURRICULUM FOR 1776 UNITES HAS NOW BEEN DOWNLOAD MORE THAN 30,000 TIMES ACROSS THE COUNTRY BY TEACHERS IN A 50 STATES, PRIVATE SCHOOLS, PUBLIC SCHOOLS, CHARTER SCHOOLS, HOME SCHOOLS, AFTER SCHOOLS, PRISON MINISTRIES BECAUSE I DO BELIEVE THERE IS A YEARNING TO TEACH A FULL AUTHENTIC, NOT CHERRY HAD PICKED, ASPECT OF THE AFRICAN AMERICAN INTERFERENCE THAT CAN BE INTEGRATED IN ELEMENTARIAL SCHOOLS SO THAT MORE YOUNG KIDS IN ELEMENTARY SCHOOLS OF ALL RACES CAN HAVE ACCESS TO A RICH BODY OF KNOWLEDGE WHICH SUPPORTS THE IDEALS AROUND LITERACY FOR INCREASED VO CALCKERY, INCREASED COMPREHENSION -- VOCABULARY, INCREASED COMPREHENSION WHICH GOES BEYOND WHAT MORE CURRICULA IS IN THE VERY EARLY GRADES.

SO I THINK THERE IS A WAY TO BRING THESE TWO IDEAS TOGETHER.

IT'S VERY IMPORTANT.

AGAIN LET'S GET AWAY FROM THIS IDEA THAT WHEN WE'RE TEACHING HISTORY WE HAVE A CHOOSE BETWEEN A FULLY SANITIZED VERSION OR A CHERRY-PICKED VERSION.

LET'S TEACH HISTORY WARTS AND ALL BECAUSE THERE ARE MANY INSPIRING STORIES WHERE YOU DO NOT HAVE TO RUN AWAY FROM THE HISTORY OF OUR COUNTRY AND RUN AWAY FROM RACISM BUT THAT REINFORCE THE VERY IDEALS WHEN AMERICANS, BLACK AMERICANS, AMERICANS OF ALL RACES ELLEN BRACED THE IDEALS OF FAITH, FAMILY, HARD WORK, FREE ENTERPRISE, ENTREPRENEURSHIP.

THESE WERE THE MECHANISMS BY WHICH PEOPLE MOVED FROM POVERTY AND PERSECUTION TO PROSPERITY.

>> AND TO THAT POINT, MR. ROWE, SO IN THE BILL IT DOES LAY OUT SOME VERY SPECIFIC OPINIONS ABOUT WHAT AMERICA IS AND HOW IT SUCCEEDS, IF FUTURE -- THIS IS IN SECTION 1, SUBSECTION F LINE 22 -- THE FUTURE OF AMERICA'S SUCCESS IS DEPENDENT UPON COOPERATION OF ALL CITIZENS' PERSONAL AGENCY THAT MR. RHEE WAS JUST TALKING ABOUT, AND UNDERSTANDING THAT REGARDLESS OF ONE'S CIRCUMSTANCES IN AMERICA HAS AN ABILITY TO SUCCEED WHEN HE OR SHE IS GIVEN SUFFICIENT OPPORTUNITY IS SEIZING THE OPPORTUNITY THROUGH HARD WORK, EDUCATION AND GOOD CITIZENSHIP.

IS THAT NOT RIGHT TO HAVE THOSE THAT STATUTES LAID OUT IN STATUTE.

>> >> I THINK THOSE ARE PRINCIPLES WE ALL SHOULD AGREE ON.

SOME OF OF HALF OF THOSE COME FROM THE DECLARATION OF INDEPENDENCE.

SOME OF THEM ARE FROM 1776 IN TERMS PUTTING IN IT THERE.

>> REPRESENTATIVE SCOTT, YOUR OPINION HERE.

>> YES, YOU KNOW, SUBSECTION 1G IS SUCH A RIDICULOUS STATEMENT US WHAT BASS GOOD CITIZENSHIP?

WHO HAS DECIDED HOW WE DECLINE GOOD CITIZENSHIP?

AND THEN WHEN YOU TALK ABOUT THE SUCCESS BEING DEPENDENT UPON COOPERATION AMONG ALL CITIZENS, REALLY THIS BILL SENATE 138 THE CLASS ROOP CENSORSHIP BILL SOUNDS LIKE IT'S DEPENDENT UPON COOPERATION WITH THE WHITE NENT LEGISLATURE WHO WROTE THIS BILL BECAUSE EVERYTHING ABOUT IT REALLY IS FOCUSED ON A WHITE MAN'S PERSPECTIVE FROM THE CORE DOCUMENTS ON DOWN TO MAKING SURE WE DIDN'T INCLUDE AMENDMENTS, MAST AMENDMENT 10 EVEN TO SAYING THAT INSTRUCTION MUST BE RELEVANT, OBJECTIVE, NON-DISCRIMINATORY AND RESPECTFUL TOFT DIFFERING PERSPECTIVES STUDENTS, YET THIS BILL IS DISCRIMINATORY AND DISRESPECTFUL AND IS ABSOLUTELY UNNECESSARY.

LEASE ALLOW TEACHERS TO TEACH AND LET'S MAKE INSURE THAT WE ARE FULLY FUNDING OUR PUBLIC SCHOOLS.

>> WHEN YOU TALKED ABOUT EARLIER, CHAIRMAN WISE, ABOUT THE DIVERSE GROUP OF STAKEHOLDER THAT GAVE YOU INPUT, WERE ANY OF THEM PEOPLE OF COLOR?

>> YES, WE HAD ALL TYPES OF INDIVIDUALS.

IAN ROWE.

WE HAD HIM.

WE HAVE ALSO HAD OTHER EDUCATORS AND SHAREHOLDER THAT WERE PART OF THE CONVERSATION.

WITH THAT, I WILL ALSO SAY THERE ARE DOCUMENTS IN THERE THAT ARE FROM DR. MARTIN LUTHER KING, JR., FREDERICK DOUGLASS.

THERE'S A LOT OF OTHER INNINGS IN HERE.

SO I DO TAKE SOME GREAT OFFENSE THAT TERMS OF SAYING THIS IS ALL COMING FROM ONE PERSPECTIVE.

ONCE AGAIN, THIS IS NOT CENSORING TEACHERS.

THERE'S NOTHING IN THIS BILL, NOTHING IN THIS BILL THAT IS GOING TO SENSOR A TEACHER FROM BEING ABLE TO TEACH.

CONTROVERSIAL TOPICS PERFECTLY FINE TO DO SO.

THESE ARE ONCE AGAIN PRIMARY SOURCES TAUPE BED WITHIN SOCIAL STUDIES STANDARDS.

>> SO WE HAVE A FEW QUESTIONS COMING IN TONIGHT.

THIS ONE FROM BEAVER DAM.

IF SF 138 PASSES, WHAT IS THE COST TO ADD THIS NEW CURRICULUM TO STANDARDS DOC?

WHAT IS THE COST TO DISTRICTS TO SEND TEACHERS TO THE STANDARD REVIEW AND REVISION PROCESS?

WHAT IS THE COST FOR THOSE WHO PURCHASE NEW BOOKS BASED ON NEW STANDARDS?

THIS CERTAIN PERSON SAYS, I ONLY SEE TWO PRIMARY SOURCE DOCUMENT LISTED IN SB 8138 NOT ALREADY TAUGHT IN MOST CLASSROOMS.

>> ON A FISCAL NOTE THERE WAS NOT ONE THAT WAS REQUESTED, THERE WAS NOT ONE THAT WAS NEEDED FOR THAT, SO IF THERE'S ANY COST OR EXPENSES, ONCE AGAIN THESE ARE PRIMARY SOURCES.

THIS DOES NOT GET INTO TEXTBOOKS.

THIS DOES NOT GET INTO MATERIALS, ANYTHING LOOK THAT THAT A TEACHER WOULD HAVE.

THIS IS SIMPLY PUTTING THOSE CORE DOCUMENTS ONCE AGAIN INTO THE BLIND OF THE SOCIAL STUDIES STANDARDS FOR MIDDLE AND HIGH SCHOOLS.

>> COMMENT, MR. GLASS?

>> THERE IS A COST ASSOCIATED WITH REVISING THE STANDARDS.

THERE'S A PROCESS THAT THE LEGISLATURE HAS ESTABLISHED IN KENTUCKY FOR DOING THAT.

THE SOCIAL STUDIES STANDARDS WERE JUST REVIDE TWO YEARS AGO, OH IF THIS PASSES WE'D BE RESTARTING THAT PROCESS ABOUT THREE YEARS EARLY FROM WHEN IT IS SCHEDULED TO HAPPEN.

THE COSTS ON THAT FOR CONVENING THAT GROUPER DEPARTMENT IS AROUND $90,000.

THERE'S NO APPROPRIATION ASSOCIATED WITH THIS SO WE'VE HAD TO FIND THAT MONEY AT THE DEPARTMENT SOMEWHERE.

AND THE COSTS ASSOCIATED WITH THIS AT THE LOCAL LEVEL IS -- WOULD DEPEND ON HOW A DISTRICT DECIDED TO APPROACH IT.

A LOT OF THE DOCUMENTS THAT ARE LISTED HERE ARE THINGS THAT ARE OPEN SOURCE OR THINGS THAT YOU CAN FIND.

SO IT WOULD BE HARD FOR ME TO CY WHAT THE COST OF LOCAL LEVEL WAS BECAUSE WE'D HAVE TO SEE HOW A DISTRICT WOULD DECIDE TO ACQUIRE THE MATERIALS TO GO ALONG WITH IT.

>> SO THIS SHOULD HAVE BEEN DONE BE, MAYBE SHOULD HAVE BEEN DONE A UM CAN YEARS EARLIER WHEN THIS PROCESS FORT SOCIAL STUDIES STANDARDS WAS STARTING?

>> TO THE POINT I MADE EARLIER, I'M NOT SURE THAT THIS IS NECESSARY.

THIS IS HAPPENING BECAUSE WE'RE IN A POLITICALLY MOTIVATED TIME THAT AROSE IN THE WAKE OF GEORGE FLOYD'S MURDER, BREONNA TAYLOR'S KILLING, REACTIONS TO THAT THAT HAPPENED INTRODUCE ACROSS THE COUNTRY, AND THEN A COUNTER REACTION TO THAT THAT HAPPENED.

SO IF WE LOOK AT WHAT'S BEING TAUGHT IN KENTUCKY SCHOOLS, I DON'T SEE THIS AS A MAJOR PROBLEM, ESPECIALLY WHEN WE'VE GOT KIDS THAT ARE EXPERIENCING HISTORIC LOSSES IN LEARNING, DISRUPTIONS TO LEARNING IN WAKE OF PANDEMIC.

WE'VE GOT AN EDUCATOR WORKFORCE CRISIS OUR HANDS, AND THE PRIORITIES THAT OUR LEGISLATURE IS COMING FORWARD WITH RELATED TO CRITICAL RACE THEORY, OUR TRANSGENDER SPORTS ARE WAY OFF-BASE, IN MY PROFESSIONAL OPINION.

>> CHAIRMAN WISE.

>> ONCE AGAIN, I LOOK AT OUR FOUNDATION OF OUR COUNTRY.

I LOOK AT WHAT THIS CAN HELP IN TERMS OF EDUCATING OUR YOUNG PEOPLE.

WE HAVE A CIVICS DECLINE IN OUR COUNTRY.

I THINK THESE WILL BE GREAT DOCUMENTS TO BE ABLE TO USE AS SOURCES.

I'LL ALSO SAY 52% OF THE STATE BUDGET IS WITH EDUCATION.

COMING UP WITH $90,000, I THINK WE CAN FIND THAT.

I THINK THERE'S PROBABLY SOME THINGS WE CAN DO THIS SESSION.

MAYBE WE REMOVED THE ACT TEST A WRIT, GET AWAY FROM SANDERSIZED TENSION.

THE.

I THINK THAT WOULD BE GREAT.

SO MUCH WE PUT A NUMBER ON A STUDENT AND SAY THAT IS WHO YOU ARE FOR LIFE BECAUSE OF AN ACT SCORE.

SO MAYBE THE COMMISSIONER AND I CAN HAVE CONVERSATIONS ABOUT BUDGETARY REALIGNMENT TO FIND THAT $90,000.

>> TO THE POINT ABOUT CIVICS EDUCATION, WE HAD A QUESTION THAT SAYS WOULD THE STANDARDS BE TWILLING TO REQUIRE FOUR YEARS OF SOCIAL STUDIES IN HIGH SCHOOL INSTEAD OF THREE?

IF YOU WANT TO GET AT REALLY PUMPING UP CIVICS EDUCATION, DOES THAT SOUND FEASIBLE.

>> I THINK IT WOULD BE GREAT.

WE HAVE LOOKED AT CIVICS LEARNING BEFORE.

WE HAD THE CIVICS EDUCATION CHAM EXAM THAT WAS BEGINNING.

IT WAS NOT A SHALL BUT IT WAS A MAY IN TERMS OF AN EXIT REQUIREMENT A FEW YEARS AGO BUT I'M ALWAYS FOR THAT.

I WILL SAY EVEN A FACULTY MEMBER, WHEN I TAUGHT UNDERGRAD, ONE OF THE FIRST THING THAT WAS CUT FROM JEB EDUCATION MANY TIMES WAS UNFORTUNATELY GOVERNMENT.

IT WAS CHOOSE GOVERNMENT OR HISTORY OR SOCIOLOGY OR PSYCHOLOGY.

IT WAS NOT REQUIRING ALL OF THOSE.

I THINK WE'VE GOT TO GET BACK TO PREPARING OUR NEXT GENERATION LEARNERS TO THINK CRITICALLY BUT ALSO TO TEACH AND LEARN CIVICALLY.

>> THAT'S THE WHOLE POINT OF THE 21st CENTURY LEARNING MODEL, RIGHT, IS CRITICAL THINKING, SO IS THIS ANTITHETICAL TO THAT IN ANY WAY?

>> NO THIS ACTUALLY WOULD ENCOURAGE CRITICAL THINKING.

GO BACK AND PADUCAH LOOTING A THOSE DOCUMENTS TO THINK CRIT COMPLIIN TODAY'S TIME.

THERE'S SPEECHES IN HERE.

LOOK AT SOME OF THE THINGS WE HAVE TODAY TO GO BACK AND REFLECT UPON.

ONE OF THE THINGS I KNOW GETS TAUGHT A BIT IS RONALD REAGAN'S A TIME FOR CHOOSING SPEECH.

I'M NOT SURE IF YOU'VE READ THE SPEECH OR HEARD THE SPEECH.

SOME OF YOUR LISTENERRERS HAVE MAY NOT HAVE.

IT FOX THERE'S NO RIGHT OR WRONG.

>> BUT IT WAS THE 1964 FEDERAL CAMPAIGN FOR BARRY GOLDWATER.

>> THAT IS CORRECT BUT THIS IS REAGAN GIVEN THE SPEECH SPEECH.

IN TERMS OF THAT TIME THEN BUY ABOUT DEMOCRACY AND COMMUNISM.

WHAT ARE WE SEEING PLAY OUT ON THE WORLD STAGE?

THERE ARE SO MANY THANKS THAT A TEACHER CAN LOOK AT.

I HAVE MANY THAT WHEN THEY SAW THAT IN THERE THEY SAY WE OPPOSE THAT BECAUSE IT'S RONALD REAGAN.

MANY OTHERS SAY I'VE ALWAYS USED A TIME FOR CHOOSING BECAUSE IT IS ALSO LAUNCHED A POLITICAL CAREER FOR A PERSON.

LOOK A PRESIDENT OBAMA'S 54 SPEECH.

IF I WAS A GOOD EDUCATOR I WOULD LOOSE THE 0 IV '4 AND RONALD REAGAN AND SAY LOOK AT HOW GOOD COMMUNICATION.

>> IS BARACK OBAMA LISTED?

>> YOU COULD DO THAN IS EDUCATOR.

>> REPRESENTATIVE ATTICA SCOTT, YOUR THOUGHTS.

>> THANK YOU, RENEE.

ONE OF THE REASONS I KEEP COMING BACK TO THE CORE DOCUMENTS BECAUSE I WANT KENTUCKIANS TO BE CRITICAL THINKERS ABOUT WHAT IS MISSING HERE BECAUSE WHAT'S MISSING SAYS A LOT ABOUT THE VALUES OF LEGISLATIVE BODY.

THE FACT THAT THERE IS ZERO CORE DOCUMENTS BY BLACK WOMEN SAYS SOMETHING ABOUT OUR HUMANITY, NOT BEING RESPECTED AND REFLECTIVE IN THIS DOCUMENT IN SENATE BILL 138.

WE WANT MOVE FORWARD IN AN HONEST CONVERSATION ABOUT THIS CLASSROOM SENSE ORSHIP BILL AND KEEP TRYING TO CLAIM THAT IT HAS NOTHING TO DO WITH RACE WHEN YOU TOTALLY ELIMINATE AND FAIL TO INCLUDE BLACK WOMEN.

I'M NOTE GOING DO SIT HERE AND SAY, IT'S FINE, THIS BILL IS OKAY, BUT YET PEOPLE I REPRESENT ARE NOT REFLECTED IN THESE CORE DOCUMENTS.

IF THESE CORE DOCUMENTS ARE BEGINNING, THEN THE BEGINNING SHOULD INCLUDE ALL OF US, NOT JUST SOME OF US, AND IT DOESN'T MATTER IF YOU SPEAK TO THE SAFE BLACK PEOPLE AND OTHER PEOPLE OF COLOR WHO ARE GOING AFFIRM YOUR POSITION.

YOU HAVE TO SPEAK TO THE PEOPLE WHO ARE NOT GOING TO FIRM YOUR POSITION AND PUSH YOU TO THE PLACE THAT WILL GET US ALL NIGHBERT PLACE IN THE COMMONWEALTH OF KENTUCKY SENATE BILL 138 IS NOT THE BILL THAT'S GOING TO GET US THERE.

>> -YEAR-OLD WE TALKED TO CHRISTINA.

SHE IS A SOCIAL STUDIES TEACHERS AT KNOX COUNTY CENTRAL HIGH SCHOOL AND SHE'S ALSO A MEMBER OF KENTUCKY 120 UNITED THE AMERICAN FEDERATION OF TEACHERS.

HERE'S WHAT SHE HAD TO SAY EARLIER TODAY.

THANK YOU, CHRISTINA, FOR A COUPLE OF MINUTES OF YOUR TIME TODAY.

IF YOU WILL, PLEASE TELL ME YOUR POSITION ON SB 138.

>> ONE OF THE GREAT THINGS ABOUT KENTUCKY EDUCATION OVER THE LAST 20 YEARS, AND SPECIFICALLY SOCIAL STUDIES, IS A MOVE TOWARD -- A MOVE AWAY FROM RECALLING FACT AND DATE AND ALLOWING OUR STUDENTS TO DEVELOP CRITICAL THINKING SKILLS THROUGH THE PROCESS OF INQUIRY.

AND THAT IS SOMETHING PROBABLY OTHERWISE THEY ARE NOT FAMILIAR WITH.

AND HE HAS NOT BEEN A PUBLIC SCHOOL EDUCATOR IN THE STATE OF KENTUCKY.

HE DID, HOWEVER, PASS THE STANDARD AND VOTED IN FAVOR OF OUR CURRENT STANDARDS, AND THOSE STANDARDS LINE WITH WHAT WE WANT OUR STUDENTS TO DO AND HOW WE WANT THEM TO THINK ABOUT A PROCESS.

IT'S NOT ABOUT LEARNING ABOUT WHEN A WAR STARTED OR WHEN A WAR ENDED BUT WHY DID THAT WHAT ARE HAPPEN, WHAT COULD HAVE BEEN DONE TO PREVENT THAT CAR, HOW WOULD HAVE BEEN THE BEST PEACE PROCESS AT THE END OF THAT WAR, SO IT'S TAKING STUDENTS, THEY'RE LEARNING CONTENT BUT THEY'RE DOING IT IN A WAY THAT THEY FEEL OWNERSHIP OVER THAT LEARNING.

PROPOSING LEGISLATION WILL MAKE THE COMMON PERSON BELIEVE THAT THIS IS SUCH A WIDE SPREAD PROBLEM THAT FRANKFORT, OR OUR GOVERNING BODIES, HAVE TO STEP IN AND PREVENT THIS FROM HAPPENING, AND THE TRUTH IS KENTUCKY PUBLIC EDUCATORS, WE ARE OBSERVED INFORMALLY, FORMALLY, AND NOW UNANNOUNCED I HAVE PRINCIPALS, CURRICULUM COACHES, DISTRICT EMPLOYEES YOU KNOW AT DISTRICT OFFICE COMING INTO MY ROOM AND OBSERVING ME AND OBSERVING MY STUDENTS.

WE WORK ON CURRICULUM AS A DISTRICT.

MOST DISTRICTS WE PUT OUR CURRICULUM -- [INDECIPHERABLE] ALL OF THAT IS ONLINE OR PARENTS TO ACCESS, FOR THE PUBLIC TO ACCESS, AND THE BILL 138 IMPLIES THAT WE'RE SOMEHOW DOING SOMETHING FIGURE TY AND DARK BEHIND OUR CLASSROOM DOOR, AND NOTHING COULD BE FURTHER FROM THE TRUTH.

AND IT IS VERY HURT AND IT DOES NOTHING TO LEAD OUR COMMONWEALTH FORWARD AND IT DOES NOTHING TO HELP WITH THE EDUCATION OF KENTUCKY'S PUBLIC SCHOOLCHILDREN.

>> THANK YOU, CHRISTINA FREDERICK TROS BERG FOR YOUR PERSPECTIVE AND SHARING THAT WITH US TODAY.

>> THANK YOU VERY MUCH FOR HAVING ME.

I APPRECIATE YOU ALLOWING ME TO HAVE MY VOICE.

>> SO, CHAIRMAN WISE, I DO WANT YOU TO RESPOND TO HER COMMENTS BUT ALSO A QUESTION CAME IN WHY ARE WE ADDRESSING K THROUGH 12 SOCIAL STUDIES STANDARDS DURING THE GENERAL ASSEMBLY WHEN THEY WERE BOTH RECONSTRUCTED IN 2019.

>> ONCE AGAIN, WE'VE HEARD FROM MANY PARENTS AND EDUCATORS ABOUT DOCUMENTS AND TRIED TO INCLUDE THOSE DOCUMENTS INTO THOSE CORE SOCIAL STUDY STANDARD.

WE FETE LIKE SINCE WE'RE IN LEGISLATIVE SESSION, THIS IS THE RIGHT TIME TO DO THIS.

WE HAVE TALKED ABOUT THIS BEFORE MANY TIMES.

WE FELT LIKE WITH THE INTERIM IT WAS A GOOD PERIOD PERIOD.

WE HAVE WORKED ON THIS PIECE OF LEGISLATION FOR A WHILE.

IN TERMS OF MISTROS BERG'S COMMENTS, WE'RE NOT TRYING TO DO ANYTHING TO GET INTO CURRICULUM AND TELL TEACHERS WHAT THEY CAN AND CANNOT TEACH.

THAT IS NOT THE BILL AT ALL.

THERE'S A LOT OF MISINFORMATION OUT THERE OF WHAT THIS IS AND WHAT IT IS NOT.

THIS IS NOT A LIST OF DON'TS.

THIS IS A LIST ONCE AGAIN TO HELP PROVIDE PRIMARY SOURCES AND TALK ABOUT THE TOPICS THAT YOU HAVE, THAT'S GREAT.

TALK ABOUT THOSE.

USE THESE THOSE AS A WAY TO GO BACK.

TALK ABOUT THE ON ATROCITIES.

TALK ABOUT THE GOOFED OUR COUNTRY AND WHERE WE ARE TODAY BY USING THESE AS PRIMARY SOURCES.

>> COMMISSIONER GLASS, YOUR RESPONSE.

>> I WANTED TO GO BACK JUST A SECOND ON THE $90,000.

THE SENATOR IS RIGHT, AND THE SCOPE OF THE STATE'S ENTIRE BUDGET WE CAN FIND 90,000 DOLLARS TO RERUN THE STANDARDS PROCESS IF WE NEED TO, BUT AGAIN I'M NOT CONVINCED THAT IT'S NECESSARY, BUT IF THE LEGISLATURE DIRECTS US TO DO IT, WE'LL FIND A WAY TO DO IT.

THE DOCUMENTS THAT ARE EMBED IN THE BILL I THINK REFLECT ONE OF THE CHALLENGES WITH TRYING TO PRODUCT CURRICULUM FROM A POLITICAL OR LEGISLATIVE PLACE.

I AM A FORMER HISTORY TEACHER.

I COULD TAKE ANY ONE OF THESE DOCUMENTS INCLUDING A TIME FOR CHOOSING AND TURN YOU THE INTO A LESSON FOR KIDS.

IF YOU CHOSE "A TIME FOR CHOOSING" THERE'S LOTS TO TALK ABOUT IN TERMS OF CONTEXT OF THE COLD WAR, THAT ELECTION, INTERNATIONAL POLITICS, NATIONAL POLITICS THAT WERE PLAYED IN, THERE'S A TREASURE TROVE THAT YOU COULD GO INTO, BUT YOU NEED TO BRING IN EVEN MORE DOCUMENTS WHICH, TO THE SENATOR'S CREDIT, THIS BILL WOULD ALLOW YOU TO DO THAT.

THE PROBLEM WITH STATING THEM IN THE STATUTE IS THERE'S REALLY NO END.

THERE ARE HUNDREDS, THOUSANDS OF DOCUMENTS THAT YOU REALLY WOULD NEED TO PULL FROM IN THE COURSE OF A STUDENT'S ENTIRE EDUCATION TO DETERIORATE THAT WELL-ROUNDED EXPERIENCE FOR THEM.

I THINK THIS ALL COMES BACK TO THE POLITICAL CONTEXT TODAY.

WHY IS THIS BILL BEING BROUGHT FORWARD?

WHY IS IT BEING DISCUSSED?

THE BILL, AS I MENTIONED EARLIER, SENATOR WISE HE'S TRYING TO FIND SOME COMMON GROUND.

THERE ARE ELEMENTS AND VALUES THAT ARE EMBEDDED IN HERE WHERE SHE'S TRYING TO FIND SOME THINGS THAT EVERYBODY SHOULD BE ABLE TO SAY, "I AGREE WITH THAT AND I SUPPORT THAT," AND I COMMEND HIM FOR THAT, AND IT DOESN'T SPECIFICALLY LIMIT THE SPEECH OR WHAT CAN BE TAUGHT IN A CLASSROOM, AND I THINK THAT'S AN IMPROVEMENT OVER THE PREVIOUS BILLS, AND IT DOESN'T DIRECTLY THREATEN EDUCATORS AS SOME OF THE OTHER BILLS THAT WE'VE SEASON INTRODUCED DO.

SO WITH ALL OF THAT SAID -- >> AND YOU MEAN MENU PUNITIVE WITH FINES.

>> FINES, STRIPPING LICENSES, ALL OF THAT IS NOT INCLUDED IN THERE AND SO THAT'S AN IMPROVEMENT OVER OTHER BILLS THAT WE HAVE SEEN.

AND SO IF THE LEGISLATURE, THE SUPER MAJOR REPUBLICAN PARTY, IF THEY CAN PULL IT HAD TOGETHER, THEY CAN RUN WHATEVER THEY WANT.

I THINK THIS IS GOING TO COME DOWN POLITICALLY TO CAN THE HARD RIGHT FACTION OF THE REPUBLICAN PARTY AND THE MODERATES THAT ARE IN THE REPUBLICAN PARTY COME TOGETHER AND PASS A BILL, AND AGAIN TO SENATOR WISE'S CREDIT, THIS IS A FAR BETTER BILL THAN THE OTHER ONES THAT WE HAVE SEEN INTRODUCED.

>> DOES AT A PEACE ALL MEMBERS OF THE CAUCUS -- APIECE ALL MEMBERS OF CAULK?

WE KNOW THERE WERE FOLKS -- IT WAS A PARTY LINE VOTE IN THE SENATE BUT WHAT FEELING DO YOU GET FROM THE HOUSE BECAUSE THERE ARE ALSO FACTIONS THERE.

>> WORRIES FIRST, I WANT TO THANK THE COMMISSIONER.

I APPRECIATE HIS KIND WORDS AND WE HAVE SPOKEN ABOUT 138.

NOT ONLY HIM.

I'VE SPOKEN TO MANY DIFFERENT EDUCATIONAL SHARE HORDES ACROSS THE COMMONWEALTH.

I'VE WORKED THIS BILE BILLION LIKE I DO ALL OF MY BILLS.

IT'S PART OF THE PROCESS.

I LISTEN, EVEN MY FRIENDS FROM THE MINORITY PARTY CAME TO ME, AND IF YOU HEARD COMMENTS ON THE SENATE FLOOR THE OTHER DAY, THEY HAD COMMENTS OF THANKING ME FOR TRYING TO FIND WHERE WE ARE AS MIDDLE GROUND.

THIS BILL IS AN ATTEMPT ONCE AGAIN TO UNIFY AS WELL.

I CAN'T SPEAK FOR THE HOUSE, RENEE.

IN TERMS I'VE DONE MY JOB THE IN SENATE 28 TO 8.

IT WAS A PARTY LINE VOTE, I'M NOT GOING TO DENY THAT IT WASN'T THAT.

WE'LL SEE WHEN IT GETS SIGNED.

>> HAVE YOU TALKED TO REGINA HUFF WHO IS THE CHAIR OF THE HOUSE EDUCATION COMMITTEE.

>> >> I HAVE.

I'VE TALKED ABOUT A LOT OF OTHER BILLS.

I HAVE SENATE BILL 6 THE NAMING LIKENESS BILL IN FRONT OF HER COMMITTEE TOMORROW.

I HAVE HAD CONVERSATION WITH CHAIRWOMAN HUFF TO SAY, TAKE A LOOK AT THIS BILL WEEK LOOB AT THE COMMITTEE SUBSTITUTE, AND I THINK LETTERS SOME OF THE COMMENTS -- I'M NOTE SURE THE PROFESSOR YOU HAD HAD EARLIER -- >> THE SUBSTITUTE -- THAT MAY HAVE BEEN A COMMENT BEFORE THE COMMITTEE SUBSTITUTE CAME OUT BECAUSE WE HAVE A LOT OF PEOPLE WHO DEFUSED AND WALKED AWAY FROM WHERE THE BILL ORIGINALLY WAS TO WHERE IT IS NOW.

>> RIGHT.

REPRESENTATIVE SCOTT, I'LL HAVE YOU CHIME IN SINCE YOU'RE REVOTE MOAT IT'S HARD FOR ME TO TELL WHEN YOU WOULD LIKE TO SPEAK.

LADY FROM JEFFERSON.

>> THANK YOU SO MUCH, JENN RENEE.

I APPRECIATE THAT.

THIS THE BILL IS NOT DB PLAN UNIT.

WHEN I LISTEN TO MY TEACHERS BACK HOME IN 41st DISTRICT, WHEN I LISTEN TO TEACHERS IN JEFFERSON COUNTY AND TEACHER WHO HAVE CONTACTED ME FROM ACROSS KENTUCKY, MANY OF THEM DO NOT SUPPORT THIS BILL BECAUSE IT IS A CLASSROOM CENSORSHIP BILL, IT IS EXCLUSIONARY, IT DOES KEEP PEOPLE OUT, LIKE PEOPLE WHO LOOK LIKE ME.

WE ARE NOT INCLUDED IN THIS BILL, AND WE WERE NEVER INTENDED TO INCLUDED IN THIS BILL, IT'S OBVIOUS OR WE WOULD HAVE BEEN MENTION HERE BUT WE'RE NOT.

AND SO FOR ME IT'S CLEAR THAT SENATE BILL 138 IS NOT THE PATH FORWARD.

UNITY MEANS THAT YOU'RE LISTENING TO THE PEOPLE IN THE LEGISLATURE WHO DON'T NECESSARILY AGREE WITH YOU AND WHO AREN'T GOING TO AFFIRM YOU.

SENATE BILL 138 DOES NOT GET US TO THAT PLACE.

WE HAVE SO MANY OTHER PIECES LEGISLATION THAT WE COULD PASS THIS GENERAL ASSEMBLY THAT WOULD UPLIFT PEOPLE ACROSS KENTUCKY THAT WOULD ACTUALLY MACK A DIFFERENCE IN THE LIVES OF PEOPLE ACROSS KENTUCKY.

THIS IS GOING TO HURT OUR KIDS.

THIS IS GOING TO UTTER L. HURT TEACHERS WHO WANT TO TEACH.

THIS IS GOING TO HURT OUR COMMUNITIES BECAUSE IT'S ALREADY CREATING DIVISION.

>> BUT CHAIRMAN WISE, CORRECT ME IF I'M WRONG, IN JEFFERSON COUNTY I BELIEVE THERE'S AN ELECTIVE CLASS ON BLACK CONSCIOUSNESS.

WOULD THIS BILL, IF IT WERE PASSED, DO ANYTHING TO IMPEDE THAT CLASS GOING FORWARD?

>> NO.

NO.

ONCE AGAIN, THIS BILL WILL ALLOW STUDENTS TO LEARN HOW TO THINK RATHER THAN WHAT TO THINK, AND ONCE AGAIN THIS IS NOT GETTING INTO TEACHER SENSE ORSHIP.

THIS IS NOT GETTING INTO ANYTHING TO LIMIT TEACHER INSTRUCTION OF ANYTHING, OF CONTROVERSY OR NO ONE CONTROVERSIAL TOPICS.

BUT I WILL SAY RENEE ANOTHER THING WE HAVE THE NO NEXTED A LOT OF IS PARENT VOICE.

PARENTS ARE ENGAGED RIGHT NOW AND WE HAVE LISTENED TO A LOT OF PARENTS OVER THE COURSE OF THE LAST YEAR.

YOU'RE SEEING NOW PARENTS RUN FOR SCHOOL BOARD LIKE THEY HAVE NAVARRE RAN FOR SCHOOL BOARD BEFORE.

I THINK THAT'S GREAT TO SEE.

AND WE'VE HAD CONVERSATIONS.

WE'VE HAD CONVERSATIONS WITH EDUCATORS WHO HAVE WONDERED AND HAVE BEEN ALERTED TO SOME OF THE THINGS THAT ARE BEING TAUGHT AND BEING DISCUSSED, AND SO WE HAVE A LOT OF THESE THINGS THAT WE'RE STARTING TO PUT INTO PLACE, AND THAT'S WHAT WE'VE DONE.

WE'VE LISTENED, AND PARENTS ONCE AGAIN I THINK FOR A LOT OF THIS IS WHAT WE'RE LOOKING AT, PARENTS ALSO WANTED TO KNOW WHAT IS ACTUALLY BEING DISCUSSED?

AND WHAT IS IT THAT'S HAPPENING AND TAKING PLACE?

AND SO THIS IS ONCE AGAIN AN ABILITY TO GO BACK TO CORE DOCUMENT.

AND AN ABILITY TO SHOW WHERE OUR COUNTRY WAS, WHERE OUR COUNTRY IS AND WHERE WEIR WE WILL CONTINUE TO GO PROVIDING GREAT CIVIC EDUCATION.

>> TO THE POINT OF THE, QUICKLY BEFORE I GO BACK TO REPRESENT SCOTT, TO THE POINT ABOUT PARENT KNOWING WHAT'S HAPPENING IN THAL SCHOOL ROOMS, MS.

THERE ISBERG WAS MAKING THE POINT THAT THERE'S LOTS OF VISITORS, THAT THE MATERIALS ARE ONLINE, SO PARENTS ARE NOT BEING ISOLATED FROM WHAT TEACHERS ARE DOING CURRENTLY.

>> THAT'S TRUE, AND I THINK WHAT WE'VE SEEN SPECIAL DURING COVID WITH SO MUCH ONLINE LEARNING THAT CHILDREN HAD TO BE SUBJECT TO, I THINK THAT PARENTS ONCE AGAIN WERE INVOLVED IN ASSIGNMENTS, THEY WERE ALSO LECTURING THE MATERIALS THAT WERE GOING ON AND LISTENING TO SOME OF THESE CONVERSATIONS THAT WERE BEING HAD, AND THAT'S GOOD.

FORTUNATELY OR UNFORTUNATELY A PANDEMIC HAS PROBABLY GOT PARENTS MORE ENGAGED THAN EVER BEFORE, BUT ONCE AGAIN, THIS IS A BILL THAT DOES NOT GET INTO ANY TYPE OF SENSORSHIP WHATSOEVER ABOUT WITH WHAT WE'RE DOING.

>> REPRESENTATIVE SCOTT.

>> WHEN I SEAR THAT PARENTS ARE BEING ALERTED TO WHAT'S GOING WOULD BE THAT SOUNDS LIKE A DOG IS WHEN TOLL ME AND IT MAKES ME THINK ABOUT SOME OF THE SCHOOL BOARD MEETING I HAVE ATTEND WHERE EXTREME RIGHT WINGERS CAME AND TRIED TO SHUT DOWN SCHOOL BOARD MEETINGS.

THAT'S WHAT I HEAR WHEN I HEAR PARENTS ARE BEING ALERTED TO WHAT'S GOING ON, TO WHAT'S BEING TAUGHT.

PARENT HAVE BEEN INVOLVED AND THEY CONTINUE TO BE INVOLVED, AND THEY KNOW THAT THEIR CHILDREN ARE BEING TAUGHT AN ACCURATE AND TRUE HISTORY UNITED STATES, AS THEY SHOULD BE BECAUSE THAT'S HOW WE MOVE FORWARD.

THAT'S HOW WE WORK TOGETHER.

BUT IT DOES CONCERN ME WHEN I HEAR LANGUAGE ABOUT PARENTS BEING ALERTED TO WHAT'S GOING ON.

THAT REALLY DOES SOUND LOOK A DOG IS WHEN EL.

>> SO SOME OF THE COMMENTS WE RECEIVED TO TWITTER FROM RACHEL CARRIER HUBBARD.

KENTUCKY SOCIAL STUDIES STANDARDS WERE UPDATED IN 2019.

UNDER THESE STANDARDS I'M REQUIRED TO TEACH CIVICS, DIFFERENT PERSPECTIVES OF PEOPLE AND USE PRIMARY SOURCES WHEN I TEACH U.S. HISTORY FROM 1700 TO 1877.

I'M TRYING TO UNDERSTAND WHY I HAVE THESE MATERIALS.

CHAIRMAN WISE, YOUR RESPONSE TO THOSE TWO COMMENTS.

>> ONCE AGAIN, THIS IS NEEDED BECAUSE IT'S A TIMELY ISSUE.

IT'S SOMETHING THAT WE ONCE AGAIN, WHEN WE HAVE THE SOCIAL STUDIES STANDARDS, WE DON'T HAVE THOSE IN MIDDLE AND HIGH SCHOOL.

EXPAND THOSE TO BE EIBEL TO DO THIS.

FROM THOSE AP TEACHERS AND OTHERS WHO HAVE REACHED OUT TO ME AND SAY THANKS, THIS IS WHAT WE'VE BEEN WANTING.

WE WANTED TO INCLUDE EVIDENCE AND DOCUMENTS.

THIS IS A GOOD STARTING POINT.

THIS IS NOTE GOING TO BE THE END.

MAYBE OPENS IT HAD UP FOR MORE BUT I KNOW THAT IT WILL OPEN IT FOUR DISCUSSIONS THAT WILL TAKE PLACE IN CIVIC.

>> WHAT IS THE PRECEDENT FOR EM BEND SPECIFIC PRIMARY SOURCE MATERIAL IN STATUTE, ESPECIALLY WHEN IT SITS OUTSIDE A STABBED STANDARD DEVELOPMENT PROCESS?

CAN YOU ANSWER THAT, COMMISSIONER GLASS?

>> I THINK THE SENATOR SPOKE TO THE ONE ISOLATED ISHII OVER THE FIFTH GRADE STANDARDS WHICH REFER BACK TO THE CONSTITUTION AND THE BILL OF RIGHTS.

THIS CERTAINLY GOES FAR BEYOND THAT, AND IT'S ONE OF THE CRITICISM THAT I HAVE OF THE BILL, IS THAT I THINK ONCE YOU GO DOWN THE ROAD OF THROUGH A POLITICAL PROCESS SPECIFYING SPECIFIC CURRICULAR RESOURCES THAT ARE TO BE USED, WE'RE IN A DIFFERENT WORLD IN KENTUCKY'S HISTORY OF ALLOWING THESE DECISIONS TO PLAY OUT LOCALLY, AND YOU RUN THE RISK OF LEAVING SOMETHING OUT.

ONE OF THE SUGGESTIONS THAT WE MADE TO SENATOR WISE THAT DIDN'T MAKE IT IN THE LATEST REVISION WAS THAT IT'S MORE -- IT WOULD BE MORE APPROPRIATE TO HAVE SOCIAL STUDIES TEACHERS PUT TOGETHER A CURRICULUM GUIDE THAT IS COMPREHENSIVE, THAT IF WE'RE HEARING THAT TEACHERS ARE WANT AWNING COMPREHENSIVE GUIDE, A FOUNDATIONAL AMERICAN DOCUMENTS, THEN THAT'S SOMETHING WE CAN PRETTY.

WE CAN USE OUR TEACHERS IN THE STATE TO DEVELOP THAT AND GO FAR BEYOND JUST THE LIST THAT'S PUT FORTH HERE.

>> WHAT DO YOU THINK ABOUT THAT, CHAIRMAN WISE?

>> I THINK THAT'S WHERE WE HAD THE STANDARDS AND WE CAN LOOK AT THESE DOCUMENTS AND -- THE MAYFLOWER EXACT BETTER AT FIFTH GRADE?

THAT'S WHERE WE CAN ALLOW THAT TO HAPPEN.

>> BECAUSE THE STATUTE DOESN'T SAY WHEN THESE 24 DOCUMENTS ARE TO BE TAUGHT.

>> THAT'S EXACTLY CORRECT.

>> OKAY.

VERY GOOD.

REPRESENTATIVE SCOTT, AND I DO WANT TO GET IN MR. ROWE AGAIN FOR ABOUT A MINUTE.

I KNOW HE CAN'T TELL HOW MUCH TIME WE HAVE ON THE OCTOBER BUT MR. ROWE, WHAT FURTHER WOULD YOU ADD TO IT?

>> WELL, FIRST OF ALL, THANK YOU FOR THE OPPORTUNITY TO JOIN.

I WOULD JUST SAY THAT IF WE WANT OUR KIDS TO BECOME CRITICAL THINKERS, WE HAVE TO GIVE THEM GREAT CONTENT TO BE CRITICALLY THINKING ABOUT.

AND SO IF KENTUCKY IS LIKE MANY OTHER STATES ACROSS THE COUNTRY, THERE HAS BEEN A DEEP REDUCTION IN SOCIAL STUDIES AND SCIENCE, ESPECIALLY IN THE EARLY GRADES, SO MAYBE THERE'S A WAY TO REFRAME THAT THIS WHOLE ENTERPRISE IS STRONGLY RELATED TO IMPROVING LITERACY OUTCOMES BY INTRODUCING MORE CONTENT WHICH, CURRICULA IN THE EARLY GRADES.

REPRESENTATIVE SCOTT, ONE OF OUR 1776 A NIGHT UNITS IS ABOUT BIDDY MASON, THIS AMAZING BLACK WOMAN WHO WAS BORN A SLAVE AND DIED A MILL FLAIR, AND HER LIFE IS A TESTAMENT TO THE RESILIENCY AND STRENGTH OF THE CORE FOUNDING VALUES OF THE COUNTRY WITHOUT SUGARCOATING THE ATROCITIES THAT HAPPENED IN HER LIFE.

THERE ARE WAYS TO BRING THAT CONTENT EARLIER, INCREASE VOCABULARY AND BUILD THE FOUNDATION OF KNOWLEDGE THAT IS SO CRUCIAL FOR ALL FUTURE LEARNING.

>> THANK YOU FOR THAT.

THIS QUESTION FROM LOUISVILLE.

IS THE TEACHING OF THE 13th, 14th AND 15th AMENDMENTS TO THE CONSTITUTION AS FOUNDATIONAL DOCUMENTS TO BE TAUGHT?

THEY'RE NOT INCLUDED IN THIS.

>> TEACHERS STILL CAN TEACH THAT.

THERE'S NOTHING, ONCE AGAIN, NOTHING IN THIS PIECE OF LEGISLATION TELLING AN EDUCATOR WHAT THEY CAN OR CANNOT TEACH.

THESE ARE SIMPLY PRIMARY SOURCES AS A BASELINE.

USE.

>> WHAT'S AT RISK IF THIS BILL DOESN'T PASS?

IT'S PASSED THE SENATE.

IT'S WAITING TO BE REFERRED TO IN THE HOUSE.

IF IT DOESN'T MAKE IT ALL THE WAY THROUGH, WHAT'S IT RISK?

>> I THINK A LOT OF TIMES IT'S IT JUST GETS BACK TO FEEDBACK THAT WE HEAR FROM OUR CONSTITUENTS ACROSS THE STATE.

I THINK WE'VE GOT A LOT OF PEOPLE THAT WANT TO SEE SOMETHING LIKE THIS GET DONE.

IT GETS BACK TOWER EDUCATORS WHO ARE SAYING WE WOULD LIKE SEE DOCUMENTS.

WE WOULD LIKE TO THEE ZOO THOSE SOCIAL STUDY STANDARDS MOVED ACROSS DO HIGH SCHOOL ALIGNMENT.

THAT'S AT THE CORE OF WHAT IT'S GOING TO GET DOWN.

TO.

ALSO IT'S FOR CIVICS, FOR THINKING ABOUT THE NEXT GENERATION LEARNERS, WHAT BETTER WAY TO DO THIS THAN TO LOOK A SOMETHING THAT'S GOT TEACHING AMERICAN PRINCIPLE TO REFER BACK TO.

>> REPRESENTATIVE INDICATE, ATTICA SCOTT IF YOU HAVE GIVE MY A CLOSING COMMENT IN 30 SECOND.

>> IT'S CLEAR TOO ME WHEN WE TALK ABOUT THESE PRIMARY DOCUMENTS THAT THEY'RE A REFLECTION OF OUR VALUES AND YOU DON'T VALUE THE VOICE OF BLACK WOMEN, YOU DO NOT VALUE THE VOICE OF IMMIGRANTS AND REFUGEES IN THIS DOCUMENT, AND IF WE WANT TO ACTUALLY BUILD UNITY, TO HAVE EV WE HAVE TO VALUE ALL OF US.

THAT'S THE BATH WAY PASSWORD SO LET'S DO THAT WORK TOGETHER.

>> COMMISSIONER GLASS, YOU'RE GOOD AT DYNAMIC THINGS.

>> I WANT TO ECHO SOMETHING THAT MR. ROWE SAID.

I ABSOLUTELY WOULD SUPPORT A RENAISSANCE AROUND CIVICS EDUCATION AND SOCIAL STUDIES EDUCATION AND SCIENCE EDUCATION.

LOOK OUT ANY WINDOW AND THERE'S MOUNTIFUL EVIDENCE THAT WE NEED THAT RIGHT NOW.

>> THIS WILL ALL.

THIS HAS BEEN A VERY ENLIGHTENING CONVERSATION.

I'VE LEARNED A LOT.

I HOPE OUR VIEWERS HAVE TOO.

YOU CAN SEE THAT BILL ONLINE IF YOU NEED TO READ.

IT'S 21 PAGE BUT REALLY JUST THE FIRST FOUR TO LET YOU KNOW WHAT YOU NEED TO KNOW.

YOU CAN ALSO FOLLOW WHAT WE'RE DOING IN FRANKFORT TONIGHT.

WE HAVE "LEGISLATIVE UPDATE" THAT WILL TALK ABOUT WHAT HAPPENED IN HOUSE AND SENATE TODAY.

THAT COULD OM AT 11:00 P.M. EASTERN TIME WITH MY COLLEAGUE CASEY PARKER-BELL.

WE'LL BE BACK IF YOU WITH YOU IN A COUPLE WEEKS ON "KENTUCKY TONIGHT" BUT STAY TUNED TO FOR "LEGISLATIVE UPDATE" AND, OF COURSE, COMMENTCO FRIDAY NIGHTS AT 8 EASTERN, 7 CENTRAL RIGHT HERE ON KET.