Unlike California, which drafted a dedicated ethnic studies curricular framework in 2019, Minnesota’s standards are not obviously anti-Semitic. Nor do Minnesota’s standards direct students, as California’s original framework did, to engage in chants derived from Aztec human sacrifice rituals. Yet the spirit and purpose of Minnesota’s standards are plain: to produce graduates who embrace left-wing activism and promote a left-wing worldview.

The standards task first-graders with identifying “examples of ethnicity, equality, liberation and systems of power.” They require seventh-graders to examine “the benefits and consequences of power and privilege,” and they introduce ninth-graders to “the construction of racialized hierarchies based on colorism and dominant European beauty standards and values.”

The standards take seriously the complaint of leftist academics, who maintain that American social studies is “Eurocentric.” As such, Minnesota students will not be asked to learn anything about Europe until ninth grade. Then, students will be taught to “identify different historical perspectives about religion, slavery, feudalism and disease in Europe and the Mediterranean World, including the Ottoman Empire,” and “identify the influence of Islamic centers of learning on the European Renaissance.” The standards make zero mention of Greece, Rome, Spain, France, or even England. By contrast, they reference Native American–related items 48 times. Similarly, Christianity doesn’t make its first appearance until eighth grade, and then only as one of nine religions whose basic tenets students are asked to describe.