001I politically here by Florida Board of Education special committee to order at 4 pm a quorum is president with all board members and attendance please note that this meeting is being recorded and live streamed to the public I'd like to welcome all the community members and attend this afternoon it's nice to see you all giving up your free time oh I'm sorry as a reminder Governor governing board meetings or a business meeting of the board held in public and although public participation is encouraged it is not the Public's meeting it is it is the duty of the board president and or a clerk of the board to maintain an orderly respectful and peaceful meeting where all perspectives voices and opinions are welcome please refrain from speaking out while another person has the floor um Mr
002Pardee would you lead us in the Pledge of Allegiance sure thanks please stand I pledge allegiance to the flag of the United States of America's Community under God liberty and justice for everybody thank you all right A3 is approval of the agenda which calls for a motion and a second I moved to approve the agenda second it's been moved and seconded any comments hearing none all in favor aye aye any opposed hearing none the motion carries five to zero A4 public comment regarding meeting agenda items at this time the governing board welcomes public comments pursuant to Education Code 35145 0.5 public comment at special board meetings may only be received concerning items posted on the agenda individuals wishing to address the board are requested to complete a request to address the Board of Education card
003located at the entrance to the boardroom and submit it to the executive assistant to the um superintendent to the superintendent board in accordance with bylaw 9323 individual speakers will be allowed up to three minutes to address the board on each agenda item the board shall limit the total time for public input on each item to 20 minutes we've received the total of 17 public comment cards which adds up to 51 minutes regarding item B1 presentation and approval of proposed new AP U.S history curriculum in accordance with board bylaw 9323 individuals will be allowed to speak up to three minutes to address the board however board I would like to call for a motion and a second to adjust the total amount of time allowed for public input from 20 minutes to 51 minutes to provide
004the opportunity for all uh public input to be heard so moved it's been moved and seconded any comments hearing none all in favor aye aye aye any post hearing none motion has passed presentation and approval of proposed new AP U.S history curriculum Dr Andrus this section what a good idea so it was with the with a regular pattern um you'll have these and you can read the name that proceeds there's a total of 17 cards or the following you sent me oh that's just me okay okay the first person to speak will be um David Barrett and the second person following Mr Barrett will be Maria leonza welcome Dr Andrus president definitely and board members thank you for your willingness to listen to community input before making a final decision on the textbook proposed specifically
005for the AP American history course among the approved list of six textbooks on the California social studies adoption list for the course the book entitled Give me liberty has taken on white criticism most of the discontent for this book centers around the writing style of the author Eric foner much of the textbook reads like an opinion piece or persuasive essay then a straightforward textbook emphasizing verified historical events and facts The Writer's agenda is sprinkled throughout the various sections of the book I cannot give every example of bias I noticed within my given time frame so I will focus on a couple of areas vital to the foundation of our country addressed in the original U.S Constitution these two areas include the Electoral College Pages 1104 and 357 and the Three-Fifths Clause Pages 254 and 255
006which have been the subjects of debate since their Inception I have my own thoughts surrounding these two issues but that is not the point of my criticism of the Give me liberty book my criticism is that phoner inserts his own opinion into the subject matter as he typically gives only one side of these issues it seems to be an attempt to teach students what to think for example he says the Constitution is less than a democratic structure page 253 and that the constitution slavery Clauses embed slavery more deeply than ever page 255. you may want to check some of the if you want James Madison to weigh in you may want to check the convention notes from the Constitutional Convention in 1787. but again it is not about my opinion versus phoneer's opinion in this
007isolated issue the bigger point is that the author frequently leaves out opposing viewpoints however there is another book on our state's adoption list that consistently brings out both sides of an issue this textbook American history connecting with the past by Alan Brinkley should be heavily considered as it significantly helps teach students how to think our students need not to be indoctrinated with one-sided opinion but with multiple perspectives in debate to be educated thank you I have copies of if if I can give them to the board is that possible I'm here to the secretary and shield that's okay all right thank you for your time thank you Maria or Marla Maria oh good thank you and following uh Maria will be Pam Barrett and this is laying my my tech support oh hi well I'll
008be happy well I did but I will do it again Maria leonza you bet Dr Andrews and board members thank you for allowing me to speak tonight I'd like to compare the Give me liberty book featured section who is an American by Eric foner versus the American history connecting the past patterns of popular culture authored by Alan Brinkley an AP exam scorers John Hirsch and Michael Flynn most people are depicted as victims of a horrible American Nation or as those who did horrible things to minorities in America generic forner's Give me liberty feature who is an American there seemed to be a constant dark negative view of America in these segments for example on page 116 foner uses a younger quote of Ben Franklin painting him as a racist yet doesn't mention that Franklin founded
009America's first abolition Society in contrast the patterns of popular culture included many uplifting segments of our varied American society our students need textbooks that include The Good the Bad and the Ugly not just the Bad and the Ugly in this way the Brinkley textbook has a great Advantage here are a few examples of Brinkley's patterns of popular culture and what we have here is this is how they presented they're presented in the book we just made bigger copies so you could see in the section on Lucy and Desi I Love Lucy became the most popular TV show in spite of it having an ethnically mixed couple as leads in the Golden Age of comic books it um gave us Superman Batman and others they were idealized versions of the ideal boy smart good and strong
010in the films the section on the films of Frank Capra uh Frank Capra directed movies like It's a Wonderful Life which became and still is very popular Kappa believed that America stood for individual opportunity in rock music of the 60s we had groups like Jimi Hendrix The Who The Grateful Dead who defied Authority but great music was created in the section on dance halls in the uh but that's causing the 1920s were places where Freedom could be celebrated and inhibitions could be set aside and prizes could be won the mall in the mall section malls opened in 1924 in Kansas City besides providing retail needs they became a social Gathering Place and they still are these are some of the examples of positive cultural aspects that were presented in the book patterns of popular culture
011they contributed to the well-being of Americans especially during the troubled times so please choose patterns of popular culture thank you thank you Pam Barrett and family Mrs Barrett will be followed by Jose Carino Pam Barrett all right um um Dr Andrus and board members students need to learn the good the bad the ugly concerning our nation's history the lessons learned through both the sins and triumphs of America's past have built a country that I Revere I bought the Sarah foner book Give me liberty after I spent three two-hour days in the district foyer studying the content I realized this book was riddled with editorial bias half-proofs and one-sided narrative and a lack of opportunity presenting debate of the issues and knew I needed a hard copy to note these concerns with examples phoner's book was
012such a depressing read years old I've lived through enough Decades of History to personally witness people of many cultures face remarkable challenges only to successfully rise above them through hard work and determination I was inspired by real life stories however the phoner book brought me to No Such encouragement concerning the land that I love um I then heard the names of five other textbooks on the California social studies adoption list that we in the community weren't given the option to see we took it upon ourselves to view portions of those of four of those online which definitely had negative racial overtones and innuendo seeing a limited number of pages on um this fifth book um American history connecting the Past online showed some promise so I took a deeper dive to be able to compare
013it with the phone or book connecting with the past is published by McGraw-Hill a well-known company and written by Alan Brinkley who served as professor at Columbia University for 20 years along with a high school teacher and University Pro Professor who both score AP History exams honestly Brinkley's textbook although not perfect um was refreshing because it read like more of like a balanced textbook it's written chronologically with themes and thematic learning objectives timelines AP exam practice tests chapter reviews and it's companion text five steps to an AP uh U.S history written by history Professor who also scores AP US History exams in the Brinkley textbook I found consistent features throughout such as patterns of popular culture debating the past America in the world consider the source and timelines of historical developments Brinkley certainly points out
014the Bad and the Ugly but also reveals the good that is America sadly after reading the phone or book I felt down and quite frankly discouraged with the prospect that the future generation will acquire a disdain for these great United States and these are two pages out of there I made these connections we actually have that book from long ago and baseball I mean soldiers during the Civil War actually took their bats off with them to fight and in between battles they played baseball thank you exactly oh great Jose carreno welcome thank you Mr Andrews board members good evening uh when I went or when I read through forgiveness Yvette Anthony will be the next speaker sorry sorry tell me when all right when I read through the founder AP History book I didn't like
015it but I thought that the district's Choice was the best of a bad list of choices Allowed by the state my first impulse was to give the district the benefit of the doubt but now that I have read America First by McGraw-Hill I have become suspicious I asked myself why was this biased and opinionated father book The First Choice when there is a much more objective and detailed book on the states list it seems that someone made a conscious decision to go with a extremely left biased funner book the question I have is why makes me wonder if somebody has an agenda so I have gone through this book I read through the book American history I like it there are many examples in it of detailed and objective events in history I'll give you
016two that contrast the difference between the two books the first one the student riots in LA here's how the fauna book covers the LA riots the tsut riots I'm quoting the suit Suit Riots of 1943 in which club wielding Sailors and policemen attacked Mexican-American use wearing flamboyant clothing in the streets of Los Angeles Illustrated the limits of wartime tolerance that's it one vague and leading sentence I'm not expecting footnotes but give me some details or reasons leading up to the event in contrast this book The American history text covers this event in two full paragraphs with much more details that help explain the event in alleged causes it explains the roots of the suit suitors as pachucos and vividly describes their distinctively Styles and activities I grew up in South La these details that I
017read in this book completely jive with oral history I received and I experienced personally I'd love to read you the entire eight sentences but I don't have the time another example is the Bay of Pigs incident the founder book spends five sentences describing it while this book The American history book devoted nine sentences to it the founder book explains that it was a failure but doesn't explain why what were the causes the American history book details the lack of Cuban that the lack of Cuban support in Kennedy's failure to provide air support where the cost is this last fact is pertinent to understand the complexity of the Hispanic community Kennedy's denial of their support to the free Cubans is the reason for why many Cuban Americans defected from the Democratic Party Mr Perdue I voted
018for you I supported you sir please I'm asking you support this book thank you sir thank you you met Anthony and um Danielle uh yes first can I give to the third sure will be next and if I murdered your name let me know and I'll fix it foreign okay last month when the proposed new curriculum was on display for public review I read the Give me liberty book I realized right away there must be a better book than this I asked for a list of the other textbooks that could be considered there were a total of six Give me liberty and five others after doing some homework it became clear that the best choice in this category is American history connecting the past by McGraw-Hill uh it has distinguished authors and complete AP alignment
019in fact it is crafted for AP success it's rope what I'm going to tell now though is really one of the main features um that I think the school board um not the school board but the teachers and staff will appreciate which is its robust digital resources including the e-book smartbook mapping and primary and secondary source activities assignable AP unit reviews and test prep and tools to customize assessments that help to meet individual Styles and needs the teacher's Edition ebook includes activities and discussion prompts questions reflecting the AP US History exam and pacing guides for the print edition in a digital format this teacher's ebook also provides convenient searchable way to access all content from the American history teacher wrap around Edition the smart book that students will use as an assignable Adaptive study tool
020that features personalized learning with self-guided tools that assesses proficiency and knowledge track which topics have been mastered and identify areas that need more study the smart book delivers meaningful practice with guidance and instant feedback and recharges learning with personalized recommendations and it allows teachers to assign materials at the topic and subtopic level and this Market leading five steps to a five AP US History delivers unparalleled exam prep in summary this book provides the best supplemental sources and assessments for our students to be successful the organization is easy to use for both teachers and students throughout the book it models the format of the APUSH exam questions so students can easily practice them it is written especially for or especially for the APUSH classroom and provides detailed references to the course framework and exam McGraw-Hill has
021such oh McGraw-Hill what did I write here as which is long as long which been respected and reliable texts for AP US History seems like the obvious choice thank you and after Danielle usulo will be Josefina Hartley welcome well thank you Dr Anderson board I'm a wife mother a former history teacher and forever a student sorry I'm so nervous I feel like this is a teacher thing who got into education to make a difference but it all started here I remember holding a shovel and breaking ground at heel Kern being the first sixth grade class at Thompson Middle School thriving at mvhs where my love for history grew and my dream of becoming a history teacher blossomed I even got a scholarship from former school board members to pursue my teaching career this District's mission
022of inspiring every student to think to learn to achieve to care truly came full circle when I got to come back to Envy nvhs to do my student teaching and Master's research under what I consider and if you've been in Marietta long enough with my 11th grade apus history teacher Mr Joe trainer education should be the pursuit of a deeper understanding and constant curiosity apus histories are rigorous fast-paced and arduous course and as the num and as the number of Marietta students wanting to challenge themselves we deserve to give them the best we all know that there is no perfect textbook and I took it upon myself to review some of the other textbooks because I also have a background in curriculum development I looked at fabric of a nation and well there's some great
023nuggets I noticed a few things it was lacking and I find extremely important for this course that can be found in Brinkley's of AP American history connecting with the past I looked at these textbooks through the lenses of an educator and a student looking at one of mbusd's strategic Direction points is to integrate rigorous relevant and sequential academic curriculum to meet the needs of our 21st century Learners and this book does that it's crafted for AP success as it is completely aligned with the AP framework because it identifies and evaluates diverse historical interpretations even on collegeboard.com uses this book as a model for a sample course syllabus it Fosters critical thinking which is which is Central to the instruction practice and assessments it's thematic learning design includes a variety of cultural connections because history is
024an ongoing story about the past and present my thesis was centered on fostering critical thinking and empowering Learners to take ownership of their learning knowing we all have different learning styles this brinkly textbook contains robust digital resources test prep and tools to customize assessment to help meet needs individual learning styles and needs so please consider Brinkley's book APA American history thank you thanks Josefina Hartley and following Josefina will be John Leonard ah well yes my name is Josefina and I grew up in Mexico um what they say about uh Trump at the End of This Book is what I had an issue with this Give me liberty doesn't tell the whole story so in my hometown a 40 year old man raped a young girl and got her pregnant and he denied it until the
025little girl was born and looked like his firstborn daughter happened in my hometown like I said and it is a well-known saying Run for the border to escape the law and the family so this guy Nico fled to Chicago where he still lives and another example of uh is the rape tree at the border reported by San Antonio TV station back in 2014 and this confirmed by Mida Flores who was a Texas congresswoman married to a border patrol agent and everyone can find out more information on social media Rumble YouTube look it up the red tree at the border and I'm saying this because I'm addressing comments that somebody made about Trump and I do not have a master's degree but I feel like my opinion should count because this is one out of 15
026books and I think that the people of Murrieta should have a say so and I say if we don't have a say so then vote no on the bond and I want to say it in Spanish thank you so much thank you and after John Leonard we'll we'll hear from Alice Forney hello everyone in what may have been a violation of the educational code or at least an attempt to skirt around it the public was not invited to join the teachers committee formed to create curriculum and choose new textbooks Murrieta taxpayers and parents were forced to form their own committee to examine the books approved for selection subsequently citizens formed a taxpayer committee which includes teachers both current and retired with over 115 years of combined service our educational experience extends from high school graduates
027to those with postgraduate degrees all in all a well-rounded group we taxpayers protest the lack of time we've been allowed to present here tonight last week I was dismissed by the teachers committee for not being qualified to offer an opinion regarding their choice of the AP textbook Give me liberty this evening I will risk dismissal once again its author Eric foner was awarded the 2011 Pulitzer for history and what his colleagues at Columbia University called quote a landmark work of deep sky scholarship and insight in 2011 that very well may have been true but in the case of Give me liberty Mr foner appears to have lost his Mojo I find this text shallow and shamelessly biased as long as Pulitzer continues to Heap accolades upon the Washington Post in the New York Times I
028will remain unimpressed at last week's board meeting I also mentioned the danger of Technology creeping into our classrooms attached to the phone or text or supplemental links to online content primarily video presentations we have no control over where these links lead and can never predict where they will in the future uncontrolled internet links of this sort cannot be acceptable I find the idea of 600 school districts around the country adopting this textbook frightening the text I found to be an excellent choice is the American history connecting with the past authored by Alan Brinkley Mr Brinkley educated at Harvard and Princeton was University Provost and a professor of history at Columbia University and also a professor of history and a trustee of Oxford University press I reviewed the chapters of the Brinkley text examining the American
029revolutionary period while Give me liberty glosses over subject matter the Brinkley book delves deep offering perspectives from the point of view of Native Americans British French and the colonists I was impressed with the broad knowledge of presented in the depth of analysis of each section prominent women of the revolutionary period such as native Mohican Mary Brandt Abigail Adams Mary Ludwig are introduced this affords young women an opportunity to learn that all Americans played a role in the revolution not just the men on pages 915 of the Brinkley text a somewhat Fair assessment of Mr Trump's presidency is presented at least some of his accomplishments are listed how Mr phoner presented Trump is simply insulting to a community that overwhelming willingly supported him claiming that foner's opinion of President Trump is supported by social social media
030entry and debate or rally transcripts often lacking context are tired smear tactics so I urge the board to adopt the book and also this very excellent exam uh study guide as well too and thank you thank you for letting everyone open after Alice Forney um we'll hear from Terry Wells welcome hi um as far as the social studies curriculum is concerned I'd like to say to the board to hold the line the majority is with you it doesn't matter what qualifications the author Eric foner has he's put out a biased textbook to indoctrinate the younger Generations the left appears determined to include a trump bashing textbook in our schools while completely ignoring or being indifferent to the fact that pull down maps in many Myriad of classrooms still include Leningrad and the USSR maybe we
031should wait until a textbook's written that includes the Durham report that explains how Hillary Clinton fabricated a Russia collusion hoax to vilify her political opponent and then President Obama and Vice President Biden knew was a lie back in August of 2016. yes Obama fundamentally changed America if this book is approved it will be one more bad decision made by a school board that drove Myriad of Voters to choose a new school board members last November voters overwhelmingly chose three conservative seats we all know the conservative vote was intentionally split in that third seat now held by Nancy Young Nick and Julie have been accused of not being qualified to be on this board and make those kinds of decisions but they love their God their families in this community Nick's been accused of being a
032Christian nationalist for this the alternative is the Godless globalist Julie has been accused that homeschooling disqualifies her I say it makes her confident and brave last week she was ridiculed for not knowing the meaning of PLC and whether or not you know the meaning of SST IEP PLC CST sdcrsped ngss PBIS DS scpd l-r-e-r-fet b-l-l-n-s-e-l you wouldn't be more qualified than you already are by garnering the majority of the vote and that alone is a BFD they were elected by a sound majority to come better come make better decisions than we have experienced in past years Nick and Julie stick to your principles the majority is behind you all the way and when all of you look at them know that they are our duly elected representatives of whom we are well pleased listen to
033them thank you good evening Mr deadly Mr Dr Andrus and the school board for letting me speak yo sorry Harry yes that's me that's you yeah and after you will be Pastor Brian Hawkins okay thank you good evening again John Lennon wrote imagine all the people living life and peace imagine peace here in this room with 412 and the rest of us it's attention-filled room and I'm the dreamer I hope maybe that we will have peace in these uh school board meetings when this National culture War hopefully ends the way I see it is that today our school board is planning once again to reject the top quality top selling AP history textbook Give me liberty instead replace it next week with probably the AP text you're all mentioning that the 412 churches told you
034to read am I to understand that you're all doing this because Give me liberty apparently does not profess sufficient admiration for president Trump you want to ban CRT and this is your way of doing it that is what the Press Enterprise article seems to indicate today and that is what reporters get straight they get the facts straight this is an attack on anybody who has different thinking only four to six percent of the AP History exam is based on present day time period so essentially you're planning on rejecting a high quality textbook the top in the nation for political reasons I am still Paul that Mr Nick Pardue called Give me liberty garbage as I mentioned last week one of the most conservative reviewers of textbooks in the nation said they give me liberty quote
035approaches Brilliance end quote when extreme School Board conservatives in Woodland Colorado actually the ones quite similar to those on our school board here today took control they adopted a highly partisan textbook as a result more than 40 percent of the teachers quit if this keeps up I think it will be hard to keep as well as attract teachers to work in Murrieta they're not here today they looked at all these textbooks they looked at the AP estrogative book they chose Give me liberty by not selecting what they chose you are disrespecting them you will be completely ignoring their advice by adopting not adopting Give me liberty I would hate to see Murrieta Valley Unified become financially strapped in a few years because of lawsuits realistically parents of color whose children are denied learning their history
036are going to sue parents of children who are gay or trans or mistreated could sue is your goal to silence everyone here who is not white and not a trump supporter our culture is changing we all need to live together in peace this district is getting a bad Nationwide rap well the course it is chosen with rejecting Give me liberty it's not a good look for Murietta had to have we don't need this we need the community to wake up to the fact that slick brochures got the conservatives on this board elected that's what it took wake up Marietta in conclusion if you reject this textbook again which I suppose you will thank you following uh Pastor Brian Hawkins will be Martha Williamson thank you thank you um the the term is uh it's called
037Buck broken it's a term that that was used during the transatlantic slave trade when when they brought the first Africans into America the reason why they buck broke the black male and it's a horrific issue that they did they would take the strongest blackmail and bring him in front of his family his children and in front of other black enslaved Africans and what they would do is they would bring the overseer to humiliate this black slave by by raping him that's right another overseer would rate a black male to destroy his manhood to take away his identity they didn't want him to be called his name from Africa they wanted him to be called his name here in America that's American history it's important to understand that because they didn't want the Africans to know
038their history they didn't want them to know who they were it's called Buck broken if you Google it you'll read a lot of information about it why am I bringing that up because all of what's happened in American history from 1619 to 2023 all the atrocities that blacks have expect explained and felt in America and I have one time have they attacked America you will not find not one African country that raised war against America you will not find out one black in America has raised war in America against America and never went into the capital to raise Seas they never attack white people as much as individuals want to believe it black people do not hate white people in America they hate what America has done to black people in America the robin of
039identities the red coating the redlining the Black Codes keeping black people from not knowing who they are oftentimes I hear people say well I'm not my ancestors I'm not the past I never owned slaves but what you're doing today is exactly what butt broken did then keep black people from their history keep them from their identity keep them from knowing who they are and that right there is one of the greatest American travesties here in this country is to not know who you are there's so many things that we've been called one of the worst things we've been called in America is a and that was the name we was given through but broken and it became so strong that black folks start calling each other that word to this day is what's up my
040that wasn't something we brought from Africa that was something that was given here in America as tough as a word that is and here you are today want to ban the one book look at the side of the individuals who want to ban it the one book that teaches history that teaches what we should be learning today and so I'm asking you right now don't look at black people anymore in America as don't ban this book because Banning this book Banning this book give us Liberty is the same equivalent as butt broken and I'm not your negro in America anymore thank you here now from Martha Williamson and after Martha we'll hear from Desiree Ferraro welcome uh Malia Williamson I'm sorry I don't know it must be a typo it's Malia Williamson it's not Martha
041Maria Malia I'm sorry thank you hi everybody I'm the president of Riverside County now it's a local advocacy group for women's rights and lgbtq rights I'm here to speak on thoughts of some of the students in your District that I have spoken to I wish more of them were here because this is really something that affects them I will start with my personal story my family moved here from Pakistan for better educational opportunities my older sister went on to become a physician my younger brother is a mechanical engineer and I have my bachelor's in Masters in chemical engineering my parents had full confidence in the curriculum our teachers taught and given the success of this school district why mess with it I owe All My Success to my teachers who supported me through some of
042the most critical decisions in my life I took AP History in high school it covered everyone's history we learned about our ancestors sacrifices we learned about the change makers whose shoulders we stood on to achieve our own dreams we learned about the heroes of the wars we fought including the Civil War our teachers covered all the history and it wasn't cherry-picked I still remember when I read some of the slave journals and how moved I was reading the perspective and what I the perspective that I earned by reading some of the atrocities that the slaves went through isn't that what it's about isn't the point to prepare our kids for the real world by teaching them lessons from our history so that we can evolve into better more compassionate human beings if you're going to
043take history out of history books you're robbing them of these valuable lessons you may be able to stop a book from being taught at school or have words removed from their curriculum but your kids are eventually going to step into the real world and the question will be did you prepare them for it or did you shelter them from the truth I have attended a few of your school board meetings here and it is my strong recommendation to keep the church the 412 Church out of the school they're playing on your fears they're hijacking your religion and they're teaching the teachings of Jesus Christ and it's irreparable harm to your school district buy it please where we stand today the present will be covered in the history books tomorrow ask yourself how important it is
044to be for you to be on the right side of History build your kids and your grandkids be defending you or despising you ask yourself are you able to acknowledge the atrocities towards your fellow Americans or do you want to be known as someone who started with the 412 Church to spread hate and division among your communities do you want to side with someone who people at the January 6th Resurrection head on speed dial how far out the ledge are you able to go with this con man my request is to not let one person burn your entire School District down you have something very special going on here one of the highest high school graduation rates in college acceptance rates and you should protect that Mr diffley you seem like a reasonable person please
045don't let Tim Thompson hijack your reasoning use your moral code his goal is to provide his goal isn't to provide the best education in your District it's about manufacturing problems that don't exist thank you Desiree Ferraro and uh next after Desiree will be Courtney Schumacher welcome hello Dr Andrus again president diffley and the rest of the board um I'm representing myself tonight A Marietta resident and a homeowner okay um and I have a legitimate concern about how my already very high property taxes are spent so um I do appreciate last um the last meetings vote to postpone the approval of that one controversial AP history textbook because it gave me time to speak with several other Marietta parents teachers and grandparents not one of them a 10 4 12 church just want to make that
046clear um however um all of them shared the same concern about the book um and that concern is that it is a dark representation of American history and it does tout just one side of several issues but instead of just saying no these parents did their research and um we're offering a better than acceptable alternative I hope you're going to agree I am not as prepared as the rest of all these speakers are but um someone did happen to help with making copies because she was making copies for other things as well and I'm going to read some of these um but I'll if you'll accept these you can you guys can review them later um but it the Brinkley book um American history connecting the past one of the things that stood out was
047that it aptly lends to the considering of two viewpoints to historical events and issues and so it provides the students an opportunity to analyze and evaluate historical arguments so here's some of the topics that that encourage within this book encourage debate instead of just you know laying it out um as an opinion American Revolution um the meaning of the Constitution the causes of the Civil War reconstruction the New Deal the question of Pearl Harbor the decision to drop the atomic bomb the Civil Rights Movement so if this more balance in this more balanced textbook um you know it makes a pointed effort to allow for debate on both sides of controversial issues so out of respect for the values of the parents and the voters in the community not just the teachers I'd like to
048see the board reject owners partisan and biased book which it is and approved Brinkley's Superior AP history textbook thank you so much and following Courtney Schumacher will be Francis Burns welcome thank you good evening board members I want to thank you for the opportunity to speak to you regarding the AP textbook I know Nancy Young and Linda Lund expressed at the meeting last month that the AP textbook is a college level course and should be treated as so I don't have a degree or any special training I homeschool our two sons here in Marietta my fifth grader is completing school at a seventh grade level with ease and my ninth grader is scheduled to graduate high school early I have helped them Reach this point with love dedication and just a high school diploma my
049ninth grader is currently completing his fourth College course he attends Fullerton College and is assigned very strenuous and controversial schoolwork he has done classroom debates and intense essays on topics varying from covid vaccines defunding police black lives matter border policy Trump and more it's not ideal to introduce my kids to these topics but I know there is no hiding it YouTube social media and other avenues have been exposing our youth to these topics for years so my husband and I decided to equip them while they are still at home so we can have healthy conversation as they continue to develop and mature I was impressed to find each class which one was a college-level U.S history class has been fairly balanced although his Professor professors have been left leaning and personally view these topics different
050than me I commend them for keeping the class unbiased each professor professor has made a point to provide the students access to credible sources addressing each side of the argument so the students can make their own judgments it was important to me that I expressed my son's present day college experience to the board and those present if a one-sided college level curriculum is being presented to our high school students that should be concerning college level curriculum does present a wide variety of controversial topics but at no point should these topics be used to influence young students to one Viewpoint at a college level they should be introduced to topics credible credible information and allow the student to develop their own opinion from an unbiased Viewpoint just as Fullerton has done for my son and his
051classmates I am asking the board to listen and to take to heart the concerns of the parents they are representing when proceeding with this curriculum and future items thank you thank you and following uh Francis Burns will be Bob Cowell good afternoon board members good afternoon Dr Andrews I hope everybody is well today to inspire every student to think learn achieve and care that's our District's slogan I have deep concerns about the Give me liberty textbook because there have been many instances where the authors comments present an extreme bias and despite many of the claims for adopting the book like the teacher's effort and their qualifications and their years experience and the authors Awards and the fact that it's an AP course none of that's important the what's important is the content of the book
052and the content of the book there are many places where it's biased and it is not objective and I'm going to select one right here yet the election of trump to succeed him with a campaign that appealed to voters hostile to immigration and resentful that a black man occupied the White House suggested that issues as old as the Republic remained as contested as ever I did not vote the way I voted in 2016 and 2020 because of prejudice I voted the way I did because of policy that's why and when you read this quote and others they're they are presented as fact when they are opinioned and there is nothing in here to support that opinion nor are there nor are there alternative perspectives so in my opinion this textbook because of of the many
053quotes similar to this is inappropriate for these students what are we are are we going to teach them to think how are we going to teach them to think when you adopt a textbook that is highly biased there's no alternatives to consider and what are they learning when you adopt a textbook that is biased like this does that mean bias is acceptable in the context of Education I don't think so so I'm urging the board please to reject the book Give me liberty and to consider an alternative thank you very much for listening following Mr Cowell um the last speaker will be Stuart Sheldon welcome hello there um uh good to see you all hi uh um I couldn't agree more with Francis Burns he didn't he nailed it right on the head um I
054do not go to 412 Church by the way so do you want to make that clear and I also want to make clear that Julie Vandergriff does not go there either and I don't think Nick Pardue does either and a lot of the people that spoke up here uh are did are not uh in what locked up with with uh portal church we just believe in what we want to do the right thing that's why we're here that book the book that that is uh objectionable it was just one of the 14 and I want to say you know experts uh picked this book um uh uh experts from the administration or the teachers proposed 14 books to be adopted uh the board adopted 13 out of the 14. the 14th book Give me liberty
055should not be adopted because the people not that administrations some teachers don't want a biased book without in-depth references or to both sides of an issue shoved down the throats of children with no oversight from the people that pay for these books and the taxes to pay for the bloated cost of the administration administrative costs and books um experts on the past have failed us many times as percent Y2K was going to be a disaster it was not the experts said the Trump colluded to Russia and that has been found lately and before to be completely false and is still Washington Post still says it's true they lie I listened to uh experts when I went to college in the 1970s they told me that there are the experts said and all the newspapers said
056there was going to be a coming Ice Age I thought well with that we should be looking at alternative energies so I was looking at geothermal solar I got into I did my senior project in solar Cal Poly Pomona and uh I found out if you covered the whole earth and solar panels you'd still only get five percent of the energy we needed at that time um uh the experts said that they would we'd reached Peak coil upon 1980 meaning uh the the we wouldn't have enough oil by by that time and we would have to you know look to Alternative Energy anyway and fusion energy or fission energy was not acceptable we were looking at diffusion I was personally looking at diffusion as an engineer um they said the countries would be underwater like
05710 years ago they're not what happened those are the experts who said that the experts who have high degrees phds the ones that made these kinds of books um I just want to say the experts have said it wouldn't be raining very much in California anymore and this has been the rainiest year since 1952. anybody that has a high a degree these days or gets Awards it doesn't mean anything anymore you know when when okay when I'm out of time Stuart Sheldon welcome thanks for having me um my family uh has been in the Myriad of school district living inside the district for the last 35 years both of our sons were attended Murrieta school district schools from elementary school all the way through High School graduated from Murrieta Valley High School they both were
058AP History students and uh they got a great education here and they were able to take that and take it on into their college studies and each graduate uh from uh colleges Cal Poly Pomona and Cal State Long Beach so I appreciate the job that the district has done in my personal family's experience also my wife was a teacher in the district for 20 years so we do have a connection even though we no longer have children and are actively involved in District matters um concerning the issue at hand I would say that uh what I've experienced listening here today and also I've taken the time to listen to the uh the uh audio and visual files of the last two meetings um I think what's happening when I see it here today is that
059we are interjecting politics into what should be an educational issue and I I'm sorry that that's happening I noticed the people have great convictions on both sides of the issue um and uh some of them have done a lot of study and that's laudable I'm glad that they've done that they seem to be also promoting a different text and if you consider their suggestion seriously I wish they would give the rest of the community an opportunity of some length to look into that text as well and so I would say that I have read Eric foner's other works a couple of them won his work on reconstruction his book on reconstruction and also his book on the Underground Railroad and I find him to be an accomplished scholar um I would say also that we
060have to remember that all history is written from the point of view and also you need to give credits to your students they are they're aware of what's going on in this day and age and uh you're not going to really try to don't try to protect them from something give them the skills to think not how to think but to think and let them come to a conclusion based on the skills that they are going to be learning in classes like AP History critical thinking skills that's important and that's certainly what my sons learned when they were here in the district thank you very much subscribe um B1 presentation and approval of proposed new AP U.S history curriculum Dr Anders so trustees I'm going to join uh staff on the floor for just a
061moment but I'm going to pass something out to you and I'll describe in just a minute so and we want to thank the public for their comments and recognize this is not a forum or a community debate or anything like that this is a board's meeting the meeting of the board and so there's a presentation by staff to the board thank you so trustees as you know I represent I mean one employee and all the rest of them they all work for me and so I joined staff for just a moment uh to kind of just initiate this presentation and I'll join you on the diocese in just a moment um just as by way of review we did get to this point uh because this particular item this particular title was requested for further
062discussion and that's what we've prepared today staff has spent the last few weeks gathering information going deeper dive as the questions presented and kind of came up at the last time when this one was voted to be postponed or not approved yet uh at that point in time so we could answer some of those questions so the intent of the presentation is to present the information that was requested give you some background information on the AP course itself the framework of the test and also the rationale how staff came to that conclusion okay so just as a guide uh Jennifer Shriver our executive director of secondary schools has be our presenter today you have a copy of the slides I know they've been attached to the agenda to help the flow of this there's a
063couple of break points as indicated so if you could hold your quests into those slide numbers that way she can get through each subject and just in the net field questions under each topic okay all right we're delighted to be here today and have a chance to take a deeper dive into this topic clearly our community cares about what's going on our schools and all of us do too that's why we come to work every day thank you but good evening good evening okay in order to explain the book Choice I'm going to start with key components that impacted our selection first I'm going to take you through the background of the course and its history in our district next we'll go to the College Board framework for the AP US History course this is
064this course is also called a push so you might hear me refer to it as that as well and then this will lead us into the AP exam and what it looks like so we can see some sample questions to see the level of questioning that's going on and then once we understand the criteria our teachers are striving to obtain we will then see the components of the textbook and why it is preferred and to the others that were evaluated apus history is a rigorous College course that prepares students to take a culminating exam students strive to earn a three four or five on this exam so they may obtain college credit our AP US History course is directly aligned to the College Board course framework we are currently offering seven sections with a total
065of 174 students enrolled in the course and you can see the breakdown between our three high schools and there are four teachers currently teaching this course the course is a social studies elective and the students who choose to take this course are typically High achieving students headed straight to a four-year University this is a historical chart to show our participation and success rates on the exam you can see it's delineated for how many students scored at each of the different levels of the test the goal is for students to score a three or above to earn college credit the data tells a story as you can see we had a pandemic in the middle of it and that has definitely impacted scores and enrollment we're coming back but it's been a slow process you can
066also see that there is room for growth in our scores which illustrates the need to adopt a textbook aligned to the framework in the exam I requests yes right now I'm focusing on our choice and all of the details for why we have chosen that I don't have the information to correctly address that right now I she's getting the background and the framework's coming up okay so our APUSH course framework component so this is the document that's given to us by college board and specifically tells what needs to be taught in this course for the students to be successful on this exam um it is a 276 page document it was attached to the board agenda so if people have opened that and looked at it I've pulled some critical information to share but realize
067it's a much more comprehensive piece so the College Board publishes a framework for each of the AP courses to six to specifically address the criteria needed to be successful in the course on the and on the exam there's two key components in this particular course and that is the historical thinking skills and reasoning processes these skills and processes are Central to the study and practice of U.S history students should practice and develop these on a regular basis over the span of the course and then the second component is the actual course content the content is organized into commonly taught units of study that provides suggested sequences of the course the units contain the content and conceptual understandings that colleges and universities typically expect students to understand and master the content is thematic and utilizes cross-cutting
068Concepts to build conceptual knowledge that spirals throughout the course what makes apus history particularly particularly challenging is that it covers a relatively slim slice of history and a small geographic area especially compared to other AP courses like European history and world history consequently it requires students to possess a very detailed knowledge of U.S history for example students who would need to know the facts such as the exact date of a certain event that took place when they take this exam to pass the apus History exam you will need more than just an ability to memorize information you'll also need to be able to analyze historical events interpret cause and effect and write analysis and arguments only 48 percent of students who take this course score a three or higher on the exam and only about
0691 in 10 score of five A push is the second most difficult AP exam this chart so I had referred to the two different components in this course this chart starts actually go back one please this one starts with the um historical thinking skills and I'm showing you this to show you the complexity of what these students are being evaluated of and asked to do if you follow across the top it takes you through the skills there's six total what I'd like to do is just kind of focus in on a couple of them to just kind of tease out some of the language so if you look to skill two which is sourcing and situation if you look down to see it is explain the significance of a source's point of view purpose historical
070situation and or audience including how these might limit the uses of the source so very sophisticated and in three skill three which is claims and evidence and sources explain how claims or evidence support modify or refute a source's argument so there is a lot of synthesis and there's a lot of argumentation which will take me to skill six and if we look down to D the last one it is corroborate qualify or modify an argument using diverse and alternative evidence in order to develop a complex argument and if we just go down to the fourth bullet because there's a lot in that one it says explain how or why a historical claim or argument is or is not effective so it's taking aside and being able to express why you believe one way or the
071other as you can see what this course is asking students is very sophisticated and challenging next one the second part of that first criteria for the framework is the reasoning processes like the thinking skills I want to acknowledge the high levels of reasoning required for this course the cognitive operations that students are required to apply when taking the AP exam ultimately represent the way practitioners think in the discipline specific assets of the cognitive process are defined under each of the reasoning processes let's focus in on a few so if we look at reasoning process number one which is comparison and you look at the third one it says explain the relative historical significance of similarities and or differences between different historical developments or processes if we look to the next one causation explain how a
072relevant context influenced a specific historical development or process and then if you look to the third continuity and change if you look at the third one on that as well explain the relative historical significance of specific historical developments in relation to a larger pattern of continuity and or change when you look at the thinking and reasoning skills required it becomes evident why this course is the second most difficult AP exam and then the second component of this framework is the actual content and so what you'll find up here is just how the units are organized um by the periods the second piece is addressing the content each unit is broken down at a teachable segments called topics the topics Pages contain all required content for each Topic in order for students to develop an understanding
073of these topics teachers select specific historical figures groups and events and the primary and secondary source documents with which they will be examined that enables students to investigate them a lot of Investigation on the right side of this slide you can see the weight of the exam and it shows this percentage of the exam in the unit so that the teacher knows what key areas to address when teaching okay so that takes you through the framework and I'll take any questions on the framework yeah I have um and maybe this is more for a teacher um when we look at the test scores for example you're talking about how difficult the test is to pass I understand that there are a lot of kids who take this course baseball and so the question is not
074just the students right we have that issue um I also know that um not all the teachers do the greatest job in preparing their kids for this so I'm a little bit concerned that the data that we're presenting is representing not necessarily how difficult the test is but how prepared the students are is there any way that you could explain or try to would you would you make an argument against what I just said about how that data might be a little bit misleading I think data Tells a Story and there's lots of ways to look at it and you're absolutely correct in the fact that if you dig deeper you're going to find all different kinds of situations like I referenced we were in the middle of a pandemic and so there were students
075with all kinds of different priorities there was also a change in the way that students were tested during that time so there's a lot of different variables with that you would see in that chart the students that took the class that were enrolled versus the testing because there is a difference with that ideally we want all students to take the test but we are not always successful in that happening so um and can I just add the the preparation varies from site to site as well depending on instructor instructor we would have the data on that as well wouldn't we I don't know that we would have the we could look at individual scores and see the reflection there right side would that be true you could see it from side to side and from
076teacher so we don't we don't have that data available do we yeah um what happened with college board was two years ago three years ago it was right after the somewhere in the last couple years they gave out the binders which was the actual course framework they hadn't done that as explicitly in the past so each teacher was given one of those so what it did was it aligned so that everybody had the same resources and the ability to know what was expected for the course and what was on the test the second layer of that is what kind of um textbooks and resources do you have that can help you actually teach that that tells you what needs to be taught it's not the book or the uh the supplemental materials or any of
077that piece that gives you the ability to teach it and you had mentioned that some of our best students actually take AP US History and um they don't take another history class uh maybe a world history would you say but U.S history would be their High School experience with U.S history if they took apus if they took apus yes that would be their their choice unless they chose to take another oh yes how do we balance uh preparing for the test and having you know common knowledge because I'll just to give a quick example we have a proud military Community here in Murrieta almost all of them would know that our very first conflict was actually in Africa on the shores of Tripoli because our Sailors were being impressed and actually put into slave and
078enslaved um when we discussed the issues of slavery and we're trying to draw these different historical comparisons there's the Eastern slave trade there's Atlantic slave trade I'm wondering how much our students who are headed off to college are even aware of that I'm very concerned just from the public comments that I heard that we have a lot of adults who aren't aware of this dynamic in Africa that was happening because it gives us perspective so in addition to Preparing our kids for the test I would I want to believe we're preparing them to also understand their history and I think that's that's important and I I am also concerned I have someone who loves history I've taught history and I read history I took my history book and I would read the whole book I
079wanted to see how modern times were being portrayed by the historians this is this is fact this is historians are telling me this story so what's in that textbook matters a lot but I think my question goes back to just if this is the history they get and and my daughter wants to go off into engineering how much history is she going to get this A push is what she's going to get and maybe another class and and uh in college right so what we teach our kids is is developing their framework of how the world's put together and how they understand our history so I think this is vitally important the question of how we balance what we're teaching about the breadth of our history to our children our best and brightest versus preparing
080them for the test so how do we balance that so this course when you choose to take this course because it's a college course and the goal is to earn the college credit they follow the framework which is what was attached the 276 page document it goes through what is addressed which for the most part covers our state standards as well and I can't get into the details that's incredibly complex this is 174 students that are in this the other students are going to be in our traditional U.S history course or they're going to be in a dual enrollment class which is another College course in our dual or sorry in our traditional U.S history course it is it's based and that's where we do we have a up a unit planning organizer in which
081we look through the standards we choose the most prevalent and important standards and it's all timed out and that is a document that actually we just started doing this year because we didn't have the text or the abilities to do that in the past so this is a new movement so we are aligning our curriculum so there will be a blueprint so to speak for what's students are accessing regarding U.S history in on in comparing these two books is um so I'll just start with the American history connecting with the past um so Alan Brinkley says business practice this is about the 2008 financial crisis which is um a specific historical development and um so anyway the um Alan Brinkley says business practices by financial institutions that lured millions of people into taking on large
082and risky mortgages were made possible with the 1999 repeal of the glass-steagall ACT okay and so um that author pretty much you know makes it very simple like there leaves it there so and Give me liberty which is a quite a contrast from that goes into greater depth discusses the risky loans they were then securitized then they became worthless when people defaulted on their loans uh created a steep economic contraction unemployment and Market collapse and then uh phonerot goes on to blame corporate misdeeds and Ethos of deregulation excessive borrowing and spending and then he goes on and then he points to quote every president from Ronald Reagan onward and then he talks about President Bush quote unable to come up with a response to the crisis that's the end of that quote so in the
083Give me liberty book foner does mention the glass-steagall ACT which was from you know 1930s um and but he never he never mentions the two presidents that sign legislation that weakened and repealed the glass-steagall ACT which is widely discussed to in to have led to the 2008 financial crisis so um anyway in relation going back to this reasoning process three and you know and as we're saying here um all this information has to be given in a very limited time frame so I'm just wondering when you give the kids the students a book and you know I'm just comparing these two here and they're expected at their young ages you know this is a survey course right even in college it's a survey course um so I'm just wondering um in that limited time frame
084and you have a book and this is not the only example that I have of this um but how I don't know I I don't have a lot of confidence in this you know these 1 000 plus page books when we're trying to get the kids to um you know come up with these different perspectives where does that come from you know if you have a book that's you know gonna blame two Republican presidents for um for weakening and repealing an act that was signed by two Democrat presidents that just seems mixed up to me yeah if you look in the phone or book he actually talks about Clinton and being a moderate Democrat and how especially during his second term a lot of his legislation Financial legislation continues deregulation that did start under uh
085President Reagan I mean we could really go back to President Nixon if you'd like um and then as a result of that the domino effect does happen which allows for the banking industry to be bailed out under President Bush so Foreigner does talk about that with the other presidents I guess I'm just thinking in this particular section of the book which I can find here in a moment the two Republican presidents are mentioned in relation to that financial crisis and I do have another example actually he does talk about Clinton though and well not not in that section probably not but when he does discuss Clinton but also please understand as an APUSH teacher you're lucky if we get to 2008. it's not on the AP test it really is not I promise you I've
086taught this for 20 years it's not on the test did you say 2008 yeah 2008 not I mean the uh I can't discuss multiple choice questions because they have not technically been released um but the ones that the College Board has released to us the furthest they've ever talked about is a vague question on the war on terror under President Bush and that's it well of course we don't know when they will include those things and then that goes back to the question that Nick asked about you know the ultimate point of everything yeah well I mean that's the classic right a book can't have absolutely everything and so you need to trust the classroom teacher that we bring up perspectives and I would not be doing my job correctly especially as an AP teacher
087if I'm not bringing up perspectives and my students you could definitely pull them and again I cannot speak for the other three AP teachers but we always start off okay these were the presidents and the next time frame we're going to discuss we go over accomplishments and criticisms because you have to you have to be able to understand uh what they were up against during their presidency because they need this type of evidence to be able to bring into their essays and into their short answer questions or else they're not passing the AP test so so we are talking about the textbook adoption and I just want to kind of zoom out here for a minute and this whole thing is coming from because there the public was asked to they were invited to look
088at the books and so now we have one book that the public focused on that they are not pleased with and so um so I think you know we also talked about content back here in your and and then page right before well before the course framework components so um the course content I mean when you get books that has to be considered important right the content in the books that if we're buying books well of course that's important right right so so anyway I so all these people came here and gave their opinions about things so our you know I'm just did I interject I'm just curious we aren't doing the textbook we're on the framework slide right now because I was following the I think we're trying to follow this am I I
089might be lost am I lost yeah we're trying to go through each part so the board has a complete understanding of all the elements and we'll eventually get we're on the framework slide right now understanding so the textbooks will be at the end we'll discuss more of the yeah and relating to the textbook to the reasoning process that's right right right so is that you're telling me this is the wrong place to talk about this I was thinking that when we would we can get deeper into the textbook later would that be accurate okay I just I'm I'm just trying to put it in order yeah okay anybody else question on the framework okay so let's look at some test questions okay there's multiple types of questions I'm going to re review four different types
090of questions so that you can see the context of what they are so this is the one and McCary already started to reference this this was your dueling historians so you will notice that there are two paragraphs from an original Source document or from original Source documents um these dueling historians this is two excerpts that have a conflicting message because what they're asking to students to do is synthesize and make that comparison or argument between the two students read these segments and then answer the questions below if you will look at a you will notice it requires students to address the different historical interpretations of two authors regarding the New Deal so that conflict is a huge part of what these students are asked to to deal with and to be able to verbalize within
091the test by the next one the next one is a multiple choice usually when you give a multiple choice test to kids they get excited because it means it's easy you will notice on this this is anything but easy on the right is the actual question and again it is it is a quote it is out of contact or it is a direct con context to something else and they are supposed to synthesize that and then respond it is a multiple choice style but the response is very complicated if you will turn to the next slide please the third type is a document-based question these are also known as dbqs and you'll see the question is up at the top evaluate the extent to which commercial development changed United States Society from the 1800s to
0921855. now what's particularly interesting with this type of an assignment is that there are actually seven documents in which students need to evaluate and read and there's various Styles so you'll notice one of them is a graphic a visual there are lots of visuals Incorporated in APUSH if you turn to the next one and then these are the other four excerpts that students are supposed to read so they need to read and synthesize all of this information before they go back and answer that question excellent and then the fourth style that I'm sharing with you is the long essay question and if you'll notice up at the top of this there are there's five bullets and that's basically the rubric it's the expectations of what they're supposed to address when they're writing and then they
093have a choice of three different questions before and earlier it was mentioned that part of this needs to be thematic when we were talking through the framework you will notice if you read through each of the three questions that growth is the central theme that flows through all of those in this question in particular you would need to have the knowledge you're not reading something and answering based on a document you actually have to have this knowledge memorized in your head to be able to address this and write the complete essay regarding that questions hi choosing a textbook so we initially evaluate where we initially we evaluated six textbooks so how this works for us is it's impossible for our teachers to be able to thoroughly go through every single one of those so what
094they do is we order the textbooks we give them all the actual texts they go through them they do a look through it and decide which ones that they would like to do a deeper dive into this has been our process in our district for as as long as I've been told um because it's just it's a very comprehensive process and it's very time consuming when you're dealing with textbook adoption because meanwhile our teachers are also teaching the course with the current textbooks that they have so our teachers chose the two that are bolded up there so fabric of a nation and Give me liberty are the two textbooks that our teachers did the Deep dive into and what that means is they they looked through all the supplemental materials there are all kinds of
095online resources very comprehensive different interactive things to create the tests and the assessments and all of those components as well with this book as well but we've just been focusing on the actual textbook so go ahead and our choice was Give me liberty so what I was going to what I'm going to do now is take you through the structures of this book because that's what it comes down to for them is that essentially because of the framework any APUSH book is going to go through the same content because of the fact that that's what's on the test and if kids end goal is to pass this test in order to get college credit then the techs are going to have that similarity as far as the content goes so it was the structure in
096which our teachers really liked and embraced this book so if you go so the table of contents it's built for the AP course so you'll notice up at the top where it says period three and it says 1754 to 1800. that directly Coraline uh corresponds with that slide eight which talked about the units and it was unit 3 in the free in the framework for the college board so you have this um very easy to use document or book that absolutely crosses over and aligns with that there's also AP style writing and test prompts that also mimic the actual test so next one uh one of the eight one of the AP US History on the AP US History exam students will encounter secondary sources and be expected to connect these sources to their own
097historical knowledge and understanding this feature provides students with ample opportunities to practice analyzing secondary sources you will notice this resembles what you saw on slide 10 which was the short answer question that dealt with the dueling historians again so that was a sample from the exam is what I showed you on slide 10. this is an example from the textbook and there are many of these throughout the textbook to give students the ability to practice the skills on the short answer question this book is fully correlated with the apus history curriculum framework not all textbooks are the current textbooks that our teachers use is a college textbook so it provides the content but it's not aligned and neatly organized to reflect what AP is is asking for and as well as some of those others
098on this on the six that were identified those are not necessarily all completely AP aligned they're they provide the content but you as a teacher would have to go through and pull the pieces and and make it work together uh again this is showing the direct alignment the framework and the ease of use the table of contents how IT addresses the critical reading strategies the historical reasoning processes historical thinking skills and then deals with writing in the next one okay this one I'm an English teacher so this was a wow to me because one of the most difficult things to do is to provide examples to students on writing and this provides a student essay and you will notice on the right hand side all of those boxes are critiques based on the rubric for
099where the student went right or wrong so a student could pick up this book read this essay and see exactly what this is looking for um it's it's very difficult as a teacher to have exemplars but not only the exemplars but to have different levels of writing so that students can see what it looks like when things are wrong and how to fix them so this is definitely a A plus for the structure of this textbook this shows you at the beginning of the chapter what it looks like there are Focus questions throughout each of the chapters and if you'll notice the well you can't read that up there but the top Focus question says what visions of Freedom did the former slaves and slave holders pursue in the post-war South if you'll go to
100the next one if you look at the top of that page in that red bar on the right that Focus question is up there so throughout the entire book the focus questions are focused and on the tops of all of the pages so it's very easy for students to take stay directed and know exactly what's on which page you'll also notice in this particular textbook it's very graphic with the pictures and the designs that's a key component as you saw because there's lots of visuals on this exam so it's providing not only the color photos there with the descriptors next to it with you have the text and then you also have the the other visual with the the map there that's also a key component and you recognize that that's similar to what you
101looked on on the DBQ next week voices of Freedom this is a mini DBQ so again another way for students to practice what's going to be on the actual test and this ref the DBQ that I referenced before was on slides 12 and 13. who is an American this was an um an attribute that they added to this book and what it does is it provides some text and then it makes questions and these are debatable and that's the point of this section is to inspire debate in the classroom so a teacher can cultivate that conversation she was talking about perspectives and so students could share their perspectives our AP teachers are very sophisticated in having um classroom conversations to be able to address topics because you have to be able to have those conversations
102not only writing but being able to speak and have that debate style in a classroom and then we have the chapter review you'll have review questions here key terms but then again on the right hand side you'll notice there that again it's mimicking um test like questions so the short answer question practice you'll notice there's a visual that all those questions are based on and then it also has long essay questions for practice as well there okay our rationale the teacher's rationale for choosing this book ultimately it provided the best supplemental sources and assessments for our students to be successful organization was solid and easily accessible for teachers and students the book models the format of the APUSH exam question so students May easily practice the exam it's designed specifically for the APUSH classroom unlike
103some of the other texts and it is a respected textbook by many because it's currently used in over 600 schools Nationwide and that document was also posted on the board agenda which lists all the schools in each state which ones are using it in addressing the original concerns I know there were different ones brought up tonight but a push and this is what Macario mentioned is that APUSH previous exams have only covered up to the early night early 2000s so teachers don't even get to um to Trump in the presidencies at that end because what they're doing is they're focusing on making sure that students are prepared for the exam they took the exam two weeks ago so it's even earlier in your school year you lose the last month so your timeline stops a
104lot sooner regardless of footnotes um or regarding footnotes textbook companies typically do not use them anymore if you can imagine this is a thick enough book as it is if we were adding footnotes it would probably double or triple the size of it so that's why our Social Studies books have gone away as well as most of our other textbooks um everything in the book can be wrapped backed up by various sources and then finally each book we assessed presented the accomplishments and the criticisms of every Administration if you think back to the framework requirements on slides five to eight and the depth of the knowledge needed to address the sample questions shared in slides 10 through 14. you can see that presenting both slides sides is a necessity for success in this course and
105then you're going to see me you know I'm going to talk about this because this is my sweet spot so in closing I'd like to bring this conversation back to the what I refer to as our District's true north and that is our profile of a graduate and the course and its relevance directly correlates with our academically ready descriptor and you can see that um the characteristics on the right hand side which states that all students will read write and think critically seek and apply knowledge engage in appropriately challenging academic courses meet State academic standards and display creativity and innovation I have questions it's been really fast um just because I'll forget I um really appreciate you because first of all it's just so impressed with your knowledge and your passion for what's what you're
106teaching there are four teachers that teach this subject you're the only one here I did say I would be their tribute okay well um and it's and it's not like putting your but I do know that what we just described has not been my child's experience with ap and and I know you do a good job with your kids and that's why I wanted to make sure that we differentiate and as a community understands that it comes down to the teacher and how they prepare our kids and how they present the material so I only have one more question for you and I'm going to let the rest of the world speak because I'm I'm done um well I'll probably say something later but um AP resources a lot of this is on the AP
107resources they provide a lot to you so how much do you rely on the book because I did talk to our AP teacher at my site and done at other sites and one of the things they said we don't use a text that much and the AP provides so much the College Board provides stuff that they use or they have their own materials and so just out of curiosity um yeah how much how how Reliant are you on that uh textbook well it's a trick question because our current textbook is almost 20 years old and it is actually a real college level textbook and so I actually have in my classroom half of my textbook that msjc has used in the past I don't know if they still use it though um and so we
108have had to rely on what the College Board has given us because we don't have any other resources because of our current textbook and I will say the College Board isn't perfect when they redesigned it in 2015 they threw it out to us we're like hey good luck to you and that was a horrible pass rate year and while they have given us material it is still incredibly limited and so that was our primary intent when the committee met uh three times I think we met starting last school year uh to say what is our priority and one is we just want a new textbook that of course was the number one priority but secondly we want a lot of supplemental material we want stuff that aligns itself to Canvas since we do use canvas
109we want to be able to maybe put up quick questions quick assessments that we could see digitally and that's what the phoneer book gives us is a lot of the supplemental material they also come up with their own review book made by Norton which is their Publishing Company um and their review book is I like it I call it Bare Bones it's thinner because it's just content specific test questions short answer questions as a review and so for us we've been having to use outside stuff and we're really hoping right the publishing company we start using their resources and that was another thing we talked about college I know I I'm a history major from UCSB UCSB text didn't look anything like this this looks a lot like just regular old history textbook to me
110from when I was a kid so it was odd to hear oh this is very strenuous which I'm worried about the other one was I had another teacher who suggest this I noticed this was a second choice and just curious of the differentiating between these two texts well I mean and yeah fabric was our second it does all have a lot of online tariables what we did visually we need to think like a 16 17 year old student visually it's not a fun book and they go they go by modules and it doesn't align to the periods that this aligns to and so already when we were looking through fabric it was already confusing it's a good book that's why we put it second but in terms of aligning directly to period one through nine
111they call it modules and it is a thinner book which means we would still have to fill in a lot of the blanks there uh where phoner goes more in depth on the certain subjects thank you um I just want to say I really appreciate what you're saying I'm a teacher myself I do understand how important all those supplemental materials are and uh how much work teachers have to go to to organize their lessons it is not an eight hour a day job but uh anyway I want to say I understand and appreciate you know what you all deal with and I think the book is I was reading I spent a few hours reading through the materials last night I was really impressed uh I wish I would have had his I love history
112myself I wish I would have had history books structured more like that well in college I was also a history yeah none of our history books look like that right they were little books instead right in my masters I'm decided by the second Masters um you know in master's class it's five books written by five different historians it's not a text and they're down they tend to be very dry yes yeah and I think this you know for high school students if you can get away from the dry books they'll be way more interested for sure any other questions on the adoption portion isn't there no that was it that's the end of the slide looks like it's you so I'm not sure I can't remember I'm sorry what year you came but um apparently
113in the past there was a process where um the the textbook adoptions were included a whole bunch of people like I don't know 25 to 50 or whatever including parents and there was um this is from 1997 I think yeah uh 1997 and there was a you know these are the books up here and then these are the rubrics by which they were assessed you know rated and so um this definitely included parents so what I'm seeing is happening here is uh the public was invited to look at the books um after the teachers looked at them and then there's one that they were not happy with and so now we're in a position of suggesting another one and then there was a commenter here today that wishes that there was even more time to
114look so I just wanted to point that out um and then um much much of you know the presentation was about how how well the book lines up with the um AP so I don't think anyone here has been questioning that right I mean it's been about content which um that was mentioned um on the a push course framework components so um anyway there's the historical thinking skills and reasoning process practice and develop and then the course content and so I think I think all of the objections had to do with content so and there's one other thing I wanted to mention um okay so um oh in the objections I'm sorry so you addressed objections the one that says everything written and Give me liberty can be backed up with an archived social media
115entry debate transcript or rally speech so um I think all the board members received an email today um that addresses that and so I just want to read that email real quick I don't I guess you guys may not have seen it I don't know um this is uh hopefully you guys will recognize it um thank you for all that you do to support the Murrieta Valley School District it's a tough job but greatly appreciated I wanted to add my comments to the topic for tonight's meetings as I will not be able to attend as a proud Mexican-American public school teacher and administrator for over 30 years I'm deeply concerned by the bias coming through our textbooks I've highlighted just a few of the quotes from the AP history textbook for your consideration so here's
116the first quote that this uh author addresses as president Trump kept up his rhetorical attacks on Mexicans and then this person says wasn't his emphasis on illegal immigration not Mexicans and then this person suggests this sentence could have been written in this manner to make it more a more accurate statement as president Trump kept up his attacks on illegal immigration then the second quote that this author refers to Trump repeatedly blamed undocumented immigrants for urban crime and then her response to this is this could have easily been a true statement had it included the word increase in urban crime rather than giving the impression that undocumented immigrants are responsible for all urban crime uh her third quote that she refers to young children even toddlers separated from their parents and held in cage-like structures while
117this may be a true statement at face value the inclusion of even Toddlers and cage-like structures makes it appear as though the president is doing something awful and unprecedented the fact is that the cage-like structures were built and used by the prior Administration the fact is that children may be separated from their parents for various reasons including the inability to verify that the adults with them are actually their parents and then lastly um oh wait I'm sorry this practice was in place with the prior Administration and continues with the current Administration and then this author ends with textbooks written from an objective Viewpoint are becoming more difficult to find we are responsible for giving our children the opportunity to think critically and come to their own conclusions about what they believe living in a free
118country where your vote and voice count cannot be taken for granted if textbooks are filled with bias toward one Viewpoint we eliminate all objectivity please consider an alternative textbook or program to use for the AP History Class and then my last question would be based on you know all we've talked about here uh why was um why was why was this book not in the top two it had it follows the AP framework it has a feeling pictures Maps it has uh debating the past it has patterns of popular culture so why was this one not included in the top two um me and the other three teachers a lot the most most of us the four of us are on a social media page of U.S history teachers there's about 3 000 on it
119and so I actually went to that page and I go to search you know you want to be social media managed so I went to the search instead of posing the question and I looked at every book that we had I put it in the search and the Brinkley one came back as lackluster like it works but the teachers weren't jazzed about it the students weren't jazzed about it and so just on a consensus of AP teachers around the country that's why we actually raided phoner and then fabric of a Nation second based on what we saw looking at it initially and then what we heard back is feedback of teachers who have been using these textbooks yeah because we did need to narrow it down into a deep dive into two of them and
120those were the two that we had picked instead that's why we honestly I couldn't read all six while we're teaching AP right so there are quite a few teachers here who commented on it I don't know if that makes a difference AP teachers they teach apus history I don't know oh okay I mean if they do it to a show of hands maybe I don't know yeah I mean I would love the conversation because it's a tough class to teach and so we just want new textbooks and this was one uh that we rated but also as a teacher in this digital age I hope the board understands we do teach perspective because if we didn't I'd be on social media I'd be on a tick tock right a parent would see a video and
121complain so we are teaching perspectives where we don't have an agenda I promise you we really don't if we did my agenda would be I'll work in on time I'd show up to class prepared bring me Chipotle but the con the content things that people have brought up don't raise um you know alarm bells for you having read a lot of history books by historians I mean history is written with bias and I teach also part of the community's familiar Mesa is the one school in the district that has AP Capstone which is a two-year commitment of a research class I teach the juniors in AP seminar and then as seniors they do AP research but I teach them how to research I teach them how to form arguments and write argumentative papers they have
122to make presentations for the College Board and so teaching perspective and and teaching that bias is there and is going to be everywhere but we need to recognize the bias that is a huge thing if we want our students to truly think for themselves I have to make sure they could recognize bias don't take everything you read verbatim just seems like a very you want to have it as a starting point a book that doesn't have bias or their you know their young students but anyway I've I've talked enough so any other further questions because you just want to have them they've been standing for quite some yeah I mean yeah does anybody have any questions of them yes you have a question I have several okay um yes it's true that that uh has
123gotten about every award known to man um over a 50-year career but but it seems to me when I went through the book and read a lot a lot of the 900 gazillion pages I did not have a good feeling about America when I finished that book I didn't well I was a design teacher not uh history teacher but in looking um I think it's kind of interesting that according to my limited research he grew up in a New York family devoted to historical scholarship and left-wing politics his father Jack and his uncle Philip both taught history at city college before they were dismissed and blacklisted as communists later on uh well for the for the Elder for owners a radical approach to U.S history involved placing the black Freedom struggle at Center Stage and
124he claims that in the 30s the Communist party was the only predominantly white organization to make fighting racial racism Central to his political program the family was friendly with w.a.b DuBois and Paul Robinson um history by half notes funner has written a history textbook designed to indoctrinate college students into his own radically leftist political perspective that's out of um history News Network Columbia University he uses and one published article he uses the word tragedy to describe the failure of early 20th century marxists to gain control of the U.S political system does that mean we should teach our students that Marxist should be running the country he's very Adept in this book that soothing language it's it's an enter you know it's very best sounds very balanced and reasonable but when you read some of the
125specific things he depicts American GIS who fought against communism in Vietnam as murderers and rapists there might have been a couple a few really just blanket uh he disparages the free enterprise system judeo-christian values and Western cultures in general and I won't even go to the mate won't even go into the Mayflower Compact and that sort of thing but what I'm saying is a printed piece of material is very powerful and when you open it up and you see that it's credit and it says that this is what is true a lot of people kind of lose their perspective and subconsciously say oh yeah okay must be it's hard for me as a person who's that sworn to protect the Constitution United States against all enemies foreign and domestic again and over and over again
126done it over and over again I did it when I joined the Navy I did it when I became a teacher I did it when I got fingerprinted for who knows how many things no felonies of course but what I was saying is it's hard for me to to to accept that because yes you know he's got some good things there but he's very Adept at using language it sounds reasonable but some of the things in the book are not reasonable they're not what we believe in at least what most of us believe in in terms of the American way of life I'm not saying that's the American way of life is perfect never was never will be but it looks from this book it looks as though we're being slowly pushed to one side
127to get a feeling for one side and this is the only way to go and have a problem with that do you have a question of them I will be happy to phrase into the question oh okay did the teachers who selected this know the specific background of uh the author when they chose the books we are all very familiar with Eric foner I'm pretty sure everyone who was a history major had to read reconstruction in college um so yes we're familiar with phoner in terms of his educational background but his personal background of a historian it's or not it's I don't know I did a high school survey course Mr dipley so I mean so I don't I don't know if the author's personal background growing up was considered in part of a textbook
128selection process I think to answer that question well okay that if is it is it or is it not the is the background any of their backgrounds influence a decision in terms of the book there any book that was selected not quite sure your question sure go ahead jump in I I think in light of what he said and I think one of the last comments was we really want to be able to identify bias with students so the teacher would you be a little disturbed by the information he just presented to you in his youth I would hope that people understand people can change I mean someone brought up I Love Lucy and Lucille Ball and she was a registered communist in the 1920s um but she's beloved in entertainment industry so I'm just
129not sure again as someone who majored in history I'm not looking at their childhood upbringing I'm looking at their credentials as a historian and in this textbook when you read the textbook and I've read most of this textbook it's you don't see that biased I suppose if that's what you're asking I have a question about that so with I Love Lucy uh so I guess you're saying she was a communist no she just had registered as a Communist Party registered and it is a communist okay yeah so she registered as a communist and she was a beloved um TV personality so isn't that different from being a communist and then teaching history in United States schools it I guess I'm a little concerned about this because I'm not very comfortable like it's almost getting a
130little personal right yeah Mr diffley Mr diffley I would like to make a motion I would like to make a motion to approve this AP edition of American History connecting with the past a McGraw-Hill book um which is on the California approved list of AP U.S history books not on the agenda um so can we pause for just a minute please because we have a point of order we can are there any more questions specific about the process because we don't need to debate history with our instructors and our staff that's that's not what we need to do so if there's no further questions then I would can we dismiss them to be seated sure thank you so much thank you so Mrs Vandergriff to just uh just a point of order just I want
131to share what we have agendized and what's on the agenda um there is not uh an agenda item to adopt a different text um the one that's presented to the board because it's a carryover from the original agenda item was to adopt this particular book that's been presented um as was before and so if the board chooses to not adopt this book as presented and that will be just come down to the vote um staff we would have what would occur for us is the the board members may make a recommendation to staff which is to me of of other potential topics of consideration um we would go back with our team and reconsider those and evaluate the other books that are available a line I would probably take a few months I would assume
132it would take some time to get through a repeat process that we've done um and there's a different question about there's different question around uh involvement from the community or parents in curriculum adoption which is somewhat of a separate question than this particular book uh so it would take some time to come back in the interim our teachers would continue on with the older version that you have and pulling the resources as you have been doing splendidly given the circumstances and so we thank you for that effort um so like just by point of order we wouldn't be able to just switch and adopt to staff really need to do their job so um I'm pretty sure that members of the public and president diffley can put things on the agenda they have that right
133according to California Ed code so yes we do yeah so why do we have to wait several months I mean I thought everyone was in a huge hurry to get these books by next year so the particular question is yes we and we approve those for next year this is one that we would have liked to have done but we recognize there's a process in place and so we could agendaize this um and again but in in all fairness to those who have to teach the material they they should have an opportunity to to examine and review its viability in terms of instructional material and and as an alignment to the test and they give their input back to bad that we wasted this much time I would say why not anticipating this possibility I
134just like to speak one I always want to speak but I'm gonna try to make this short I'm I'm disappointed with the process I know uh Dr Anderson I spoke about this yesterday I was exceedingly disappointed that I asked for the copies of these textbooks and I received them last night um that's not okay and the community wants to have input they need to have access to these books it is absolutely atrocious that they that we've waited 20 years to get the kids I'm devastated at this um because my heart goes to you because I know you're passionate about what you're doing I can tell um and I do want to this is very inflammatory those parts that I did read um and I did try to take the time to read the other textbook
135which was your second choice to to try to see what the materials were what the differences were between the two texts and um this book does come off extremely inflammatory in fact um how he describes Christianity and and the Reconstruction period and uh the soldiers and how they cope with grief that Christianity is just a coping mechanism uh spoken like an atheist that is it was really bad and um and furthermore that white supremacy was the reason why reconstruction ended um I know that's a simplification of the whole process but that was his overarching theme there's a lot of inflammatory language throughout and every time I hit a point within this textbook you could see the bias was oozing out of this and so that's why I'm really concerned that this was chosen uh to
136begin with and then I'm even more concerned about the process and we need to make sure that our processes are better in the future for sure I I absolutely want our students to have resources you know and I do feel like the teachers and and I I even spoke about this uh yesterday I'm disappointed that we have four teachers teaching this subject and only one teacher is here to present the case for this one particular textbook um so I think we've got to be able to do better um and this is this has been a a failure in this regard um and we should be able to identify to the community we're teaching if you read this you understand our community like I said we have a strong military Community here um they care about
137how our history is portrayed they care about how their their students are being taught about American history they should not have the the feeling when they get done reading this textbook that America is a terrible place that should not happen it shouldn't happen to any of our kids and and furthermore if we're relying on teachers that there is a polling teachers right now and we talked about this a little bit there is a there there is a split in our society right now and the trust is really getting broken no one likes me saying this but it is broken and we have to find ways as a community to mend it and as teachers in particular to step forward and help mend this because when when I walked it was the community members were concerned
138about what their kids were being taught I just had an episode literally last night with my daughter talking about what happened in her history class and the the the the the way in which there's so much pressure if you're a conservative in Murrieta think about this a conservative town you are pressured like nobody's business to shut your mouth and you just sit right there and listen to us spew all this liberal garbage and I don't think that's right uh we should have a school that allows people to be able to voice their opinions and not be terrified of the canceled cultures not to be terrified of how they're going to be portrayed outside that shouldn't happen we should be able to be in a safe space regardless of what we think about how history is
139being presented history is history we want to teach all of it I will note also as we have people walking out storming out um that there isn't one time they match mentioned madam CJ Walker bass Reeves is not included one of the greatest lawmen we have not mentioned minorities are underrepresented in these textbooks every single one of them trust me because I study communism the Communists want to make sure that our minority groups were underrepresented and the only thing that they'd be able to focus on when they study history is all the horrible things that the Democratic party did to African Americans throughout our history and it's a travesty that that's what these textbooks continue to push over and over again spewing hatred trying to create division within our communities it's awful and that's what
140I have to say about the book I have a I have a question for you um what's the drop drop dead date on ordering books on ordering books uh Faith do you know a time frame I mean it just we're towards the end of the year it's pretty immediate I mean books need to be I think the the order the other books have been placed or they're in the process of being going and and that's to get here just in time for school to start so it's a tight deadline is it that if we don't order it now we won't get it at all next year or we'll just get it but we can order them anytime it's just that you know of course we prefer to have them and teachers can get used to
141using them and that kind of thing we can order them at any time I'm sorry if I wasn't clear on that and they can come and the teachers would switch mid-years yes absolutely I mean if that's what we're looking at in terms of options I'm sure they would prefer to have something through the throughout the year rather than nothing I guess I'm saying we won't have something we're not likely to get something for the start of the year at the at with the process that we're working through I guess I'd like to just respond to one thing um you know we hear over and over again in here that we should be able to have differing viewpoints and I absolutely believe that and Mr Pardue I will share with you that I have had two
142children go through this school district and one is still in high school here and I have my children my family have had exactly the opposite um experience where my children have come home feeling incredibly shut down by the more conservative teachers that they'd had so and I'm not saying you are wrong or I am right I'm not saying that but that has been our experience so I I think um the division is real and I think our sensitivities are real and um I really thank everybody for coming in here tonight to share um and the amount of work that I saw demonstrated here going into reading the books and familiarizing yourself all the books to make an opinion of your own and I I appreciate that frankly yeah um and I I do hope that
143we all can remember that while my experience is one thing there are people having other experiences and neither one of those experiences is wrong they're just different and can't we come together folks can't we come together that's my plea it has nothing to do with this textbook it's nothing to do with proving it or disproving it or what textbook we use we just you guys I'm sorry I didn't mean to step on you um this what happened here tonight should have been done a while back should have been done a while back with a lot more and this is not your fault I don't want you either either one of you or any of the teachers out here to go home and say gee I feel terrible because definitely thought I was a jerk I
144don't that's I love my teachers but I think the process could have started earlier and been more uh open and um that's something we need to work in Mr diffley I would like to speak to that who and I have spoken about this our board policy does need to be reviewed and because it does not provide mechanisms right now and we have to go according to board policy we can't be in violation board policy or we're Hypocrites and I have been asking for a review of the board policies around curriculum adoption for since I got on the board because my entire reason for being on the board was parent engagement and listening to parents and hearing what they have to say and for various reasons and I think the pandemic was a big one um
145my pleas for this just didn't go anywhere and maybe that was because I didn't put my foot down and say we're doing it so Mr diffley are we doing it we better we need to review the board policy we need to review it to provide mechanisms for Better Community input before um it gets this far oh soon well that's something we could work out maybe a special session so Mr diffley we have a board meeting next week and you and I can consult afterwards after this meeting about agendizing.review of that policy as soon as next week excellent good okay where are we at now it's it's a call for motion on this particular adoption okay for this particular adoption B1 I'm calling for a motion and a second to approve the proposed new AP US
146History curriculum so moved second it's been moved and seconded I'm gonna do this by person because I think there's a split um okay Mrs alone hi hi I'm sorry I your name aye yes Mr Pardue nay Mrs Amanda Griff nay Ms young I Mr Dibley hey no I don't belong to any of the churches that were mentioned okay it's been moved and seconded and the the motion dies B2 approval to increase the expenditure for extra constructional materials for grades 6 through 12. this is a great one call for a motion in a second to increase the expenditure for instruction materials removed by Mrs Vandergriff seconded by Mrs Young all in favor aye aye aye any opposed hearing that in motion passes five to zero well for adjournment I'd say um I have a motion still
147moved I have a second second afternoon and seconded any comments hearing none all in favor bye five to zero pass