Many of the richest people in the world live in California. The “tech giants” of Silicon Valley have not only made billions of dollars for themselves, the wealth they have created has benefited billions of other people in their state, their country, the world.

Had they been living under socialism, they could not have become rich and could not have created wealth.

Yet almost to a man and woman they vote for their state to be governed by socialists.

So do most Californians.

Under the socialist state government and city councils, great cities – most notoriously Los Angeles and San Francisco – have become filthy stinking disease-ridden high-crime shitholes.

San Francisco in 2019

Productive citizens are heavily taxed to provide the means to support the unproductive street-dwellers; so thousands of tax-payers are leaving the state to escape from the government most of them voted for, while more and more vagabonds, drug-addicts, lunatics, illegal aliens and criminals pour in from everywhere.

You can see what the result must be. Only the rulers, led by Nicolás Maduro Gavin Newsom, cannot see it. Or perhaps it’s what they passionately desire.

Now the governing socialists, to make sure that new generations will continue to vote for a life-style characterized by filth, disease, ignorance, dependence, misery and death, are planning their indoctrination with ever more outrageous dogma.

Parents beware!

Dr. Susan Berry writes at Breitbart:

The California Education Department’s model Ethnic Studies Curriculum plans to teach children capitalism is a “system of power” and “oppression”, equal to “white supremacy”, “patriarchy”, and “racism”. 

The model curriculum … defines ethnic studies as “the interdisciplinary study of race, ethnicity, and indigeneity with an emphasis on experiences of people of color in the United States”. …

It relies on language the radical left now considers essential to achieve its political goals.

Get ready for spadesful of gobbledygook.

For example, the introduction of the document uses the term “hxrstory”, instead of “history”, in keeping with the gender ideology that states “womxn” must not be defined in terms of their relation to men.

According to the model curriculum, “Ethnic studies is xdisciplinary”, and its writers add:

Ethnic Studies is about people whose cultures, hxrstories, and social positionalities are forever changing and evolving. Thus, Ethnic Studies also examines borders, borderlands, mixtures, hybridities, nepantlas, double consciousness, and reconfigured articulations, even within and beyond the various names and categories associated with our identities. People do not fit neatly into boxes, and identity is complex.

Complex, eh? So it seems, and getting more so by the minute!

One of the recommended methods of teaching the Ethnic Studies model curriculum to K-12 students is through “democratizing the classroom”.

“Ethnic Studies educators democratize their classrooms by creating a learning environment where both students and teachers are equal active participants in the co-constructing knowledge,” the writers state, enabling “students to be recognized and valued as knowledge producers alongside their educators, while simultaneously placing an emphasis on the development of democratic values and collegiality.”

The writers of the Ethnic Studies model curriculum say their goal is to:

… equip all students with the skills and knowledge to think critically about the world around them and to tell their own stories, empower students to be engaged socially and politically, enable students to develop a deep appreciation for cultural diversity and inclusion, and aids in the eradication of bigotry, hate, and racism.

Williamson Evers, a research fellow at Stanford University’s Hoover Institution, writes in an op-ed at the Wall Street Journal that the California document –

… includes faddish social-science lingo like “cis-heteropatriarchy” that may make sense to radical university professors and activists but doesn’t mean much to the regular folks who send their children to California’s public schools.

And –

It is difficult to comprehend the depth and breadth of the ideological bias and misrepresentations without reading the whole curriculum—something few will want to do.

Most of the role models are murderers and terrorists:

Teachers are encouraged to cite the biographies of “potentially significant figures” such as Angela Davis, Frantz Fanon and Bobby Seale. Convicted cop-killers Mumia Abu-Jamal and Assata Shakur are also on the list. Students are taught that the life of George Jackson matters “now more than ever”. Jackson, while in prison, became “a revolutionary warrior for Black liberation and prison reform”. The Latino section’s people of significance include Puerto Rican nationalists Oscar López Rivera, a member of a paramilitary group that carried out more than 130 bomb attacks, and Lolita Lebrón, who was convicted of attempted murder in a group assault that wounded five congressmen.

This goes to a hell deeper than Stalinism, Maoism, Castroism, Maduroism.

This is revolutionary anarchism. 

Is it likely or unlikely that the Democratic Party, if it were to gain full federal legislative and executive power with both houses of Congress and the presidency, would follow where California leads?

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The proposed Californian curriculum is also blatantly and unashamedly anti-Semitic.

We summarize part of an article by Jonathan Tobin:

The model ethnic-studies curriculum by the Californian board of education proposes a course of study about Arabs that views the Palestinian war on Israel from the point of view of those who wish to destroy it. Jews are depicted as bloodthirsty villains victimizing Palestinians. The curriculum does not soft-pedal its bias against Jews. Israel is depicted as a colonial settler state whose creation was a “disaster”, and those who fight against it, including figures who are open about their anti-Semitism, such as Rep. Ilhan Omar (D-Minn.), Rep. Rashida Tlaib (D-Mich.), activist Linda Sarsour and the late academic Edward Said, as heroes and role models to be emulated. The curriculum is a product not merely of the successful efforts of a handful of influential anti-Israel academics, but of the “intersectional” – ie. racist – ideology of the Left that spawned them.