Maryland’s largest school district taught classes with material that labeled phrases such as “Make America Great Again,” an example of white supremacy, according to documents obtained by conservative watchdog group Judicial Watch.
“The racist, revolutionary claptrap in these documents should be nowhere near a school classroom,” said Judicial Watch President Tom Fitton. “These documents show that extremists have access to our schools and are willing to abuse this access to children in order to advance a dangerous, divisive, and likely illegal agenda.”
The documents, obtained from Montgomery County Public Schools, detail the district’s “Anti-racist system audit” and critical race theory classes. They reveal that students who attended Thomas Pyle Middle School’s social justice class were taught that phrases such as “Make America Great Again” are “covert white supremacy.”
The phrases are ranked on a pyramid, with “Make American Great Again” ranking only slightly below “The N-Word,” the “KKK,” “lynching,” and “Neo-Nazis.”
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Other examples of “covert white supremacy” listed on the pyramid include “police murdering POC,” “colorblindness,” “bootstrap theory,” and “confederate flags.”
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Another slide asks students, “What is White Privilege,” then goes on to explain that white privilege includes having “a positive relationship with the police, generally;” “soaking in media blatantly biased toward my race;” and “living ignorant of the dire state of racism today.”
Students were also provided “definitions” created by the website Racial Equity Tools, which defines terms such as “power” to mean “wealth, whiteness, citizenship, patriarchy, heterosexism, and education are a few key social mechanisms through which power operates.”
Other terms listed are “Anti-black,” “colonization,” “racial recognition,” “racialization,” “structural racism,” “whiteness,” “Black Lives Matter,” and “white privilege.”
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The documents also reveal that the district spent over $454,000 on an “anti-racist system audit” by the Mid-Atlantic Equity Consortium, which claims “expertise in using intersectionality as part of its theory of change makes us uniquely positioned to conduct the Anti-Racist Audit and mitigate the root causes of systemic barriers.”
Thomas Pyle Middle School’s social justice class included a cover letter noting that the class was a one-week “Summer Boost” class called “Reading and Taking Action for Social Justice.” The cover noted that “no grades were given and no actual work due.”
Thomas Pyle Middle School did not immediately respond to the Washington Examiner’s request for comment.
