What are we Teaching in American Schools? Certainly not the Truth PDA Disturbs Hallway Peace

Theintegrity of American history is at risk.

America’s K-12 education system is shaded by partisan politics and polarization that infringes on the authenticity of education, specifically history education. Misinformation and flawed teachings about the origins of America today fill our classroom, indoctrinating younger generations with myths and stereotypes rather than the truth. History is constantly evolving, and structures of the education system surrounding history are not proportional to this evolution.

In Florida, Gov. Ron DeSantis rejected a new College Board course in AP African American studies, claiming it was “indoctrinating.” Seven states do not mention slavery in their state standards, and eight states do not mention the civil rights movement. In addition, there are no national social studies standards to mandate what topics or historical figures students must learn about, creating gaps in state standards for social studies. Essentially, these historical events are much “darker” and more serious in content. They reveal America’s dark history of institutionalized racism, white supremacy, discrimination, wars, and violence. By removing the painful parts of history, the authenticity of history education in K-12 is not upheld; instead, students are presented with a version of history confirming myths and stereotypes.

Mackenzie McIlmail, an AP United States History teacher at The Blake School, “wants to expose my students to more diverse perspectives. Students need more complexity in their social studies,” she said in an interview. By creating mandates and incentives to restrict social studies subjects, America’s political leaders are limiting the development of critical thinking skills in American students. These students miss out on important historical movements that secured the foundations of our society today, as these bills limit their exposure to a singular perspective of history rather than multiple.

Political leaders are worried about what’s being taught in schools, but the more threatening present danger is what’s not being taught in schools. A concrete standard for social studies must be created, like math and sciences. These standards should include a universal history infusing multiple perspectives to give American students one authentic and raw version of American history. Black authors and the voices of marginalized groups should be highlighted in the classroom to offer fresh and diverse perspectives of history to deepen the complexity of students’ educations and nurture their critical thinking skills. We must maintain the authenticity of American history that has paved the way for our nation today. Students can handle the discomfort and are only getting more robust with the exposure. History bridges the gap between the past, present, and future, and without knowing the wrongdoings of the past, it will inevitably be repeated in the future. As McIlmail expressed in an interview, “If history is not uncomfortable, then it’s not history.”

Originally published in MinnPost

Change in school culture necessary

Sam Tomczik | Staff Writer

Though I’m not the “anti-cupid,” I can’t help but lose my appetite when I look across the lunch room and see a couple sitting on each other’s laps. No matter how hard Café Blake is serving on a given day, public displays of affection mitigate my enjoyment. Tragically, this plague extends past the lunchroom, infiltrating the sanctity of public spaces such as the library, quiet room, and grade lounges. Students tend to agree as well. Whenever Eva Redmond ‘25 encounters PDA at school, she “feel[s] pretty grossed out. I did not agree to watch [that].” Not only is PDA generally disgusting, but according to Redmond, it should be stigmatized, “it’s a big distraction, it’s the same way that you don’t let people come to school naked.”

Even though students’ definitions of PDA vary, most agree that inschool contact should be minimal. Sophia Perepelitsyn ‘23 finds that “any sort of touching is very weird and is too much for school. Like hugging.”

Conversely, Sarah Costa ‘23 says, “A little hug, that’s fine.” However, according to Costa, PDA goes too far “if you would be embarrassed to do that in front of your grandma.”

Many lovebirds as Costa says, “slapping people’s [butts]. I’ve never done it, but I’ve seen it.” have pushed beyond conventional displays of affection. Recently, Tess Dayhoff ‘25 has been particularly disturbed by “people popping each other’s pimples.” Redmond recalls a specifically troubling sight, “I enter[ed] the library and saw someone picking someone else’s hair and pulling out all the dead skin.” However, the most disturbing display of affection comes from,

Furthermore, students are often baffled by PDA. Although Perepelitsyn is in an in-school relationship, she says, “it’s very easy to avoid doing PDA in school.” Though the Blake Family Handbook does specify that “Intense displays of affection are inappropriate in school,” Redmond still advocates for a change in Blake’s culture. “[Change] should come with a shift in social norms rather than change from the school,” Redmond claims. Perepelitsyn encourages all students to “have basic human decency. [PDA] is going to make everyone around you uncomfortable, and if it doesn’t make you uncomfortable, then that’s concerning.”