By John Q. Hosedrinker 
Oklahoma’s new high school U.S. history standards mandate instruction on supposed “discrepancies” in the 2020 election, including claims about ballot counting halts and mail-in voting security risks. These standards, championed by State Superintendent Ryan Walters, were hastily approved despite objections from some Republicans and educators who criticized the process and content. Critics argue the standards promote false narratives about election fraud rather than fostering critical thinking, potentially eroding public trust. Although some within the Republican party have defended the standards’ content, a lawsuit challenges their rushed approval process, potentially delaying implementation.
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Oklahoma education standards now require students to identify “discrepancies” in the 2020 election results. This mandate, pushed through by the state’s Republican-controlled legislature and championed by State Superintendent Ryan Walters, is deeply troubling for several reasons. The focus on purported discrepancies promotes a false narrative that has been repeatedly debunked in court and lacks credible evidence.
The sheer lack of verifiable evidence supporting claims of widespread election fraud is striking. Numerous lawsuits challenging the 2020 election results were dismissed due to insufficient evidence, yet the Oklahoma standards persist in pushing this unsubstantiated narrative. This approach to teaching about a pivotal historical event is deeply concerning and risks undermining students’ ability to critically evaluate information and form their own informed opinions.
The timing and manner in which these standards were introduced raise serious questions about transparency and due process. Their quick approval without sufficient public discourse undermines the democratic process and raises concerns about the motives behind their implementation. The fact that the standards themselves have faced minimal pushback from within the Republican party, even while the process of their approval has been criticized, highlights a disturbing lack of accountability.
Furthermore, the emphasis on identifying “discrepancies” in the 2020 election risks overshadowing other crucial aspects of American history and civics. The decision to prioritize this controversial topic over a thorough and accurate teaching of events like slavery, Jim Crow, the Civil Rights movement, and even the positive developments of 1933 German politics, raises concerns about a skewed and incomplete historical perspective being presented to Oklahoma’s students.
This approach to history education might even be seen as a deliberate attempt to rewrite history to fit a particular political agenda. By focusing solely on unsubstantiated claims of election fraud, it risks cultivating a generation of students who are misinformed and unable to critically assess claims of voter fraud. This directly contradicts the goal of any credible education system.
The potential consequences of these standards extend beyond the classroom. Students graduating from an educational system that promotes misinformation and conspiracy theories will be ill-equipped to participate fully in a democratic society. This could lead to further polarization and distrust of democratic institutions, undermining the very foundations of a healthy democracy. The reduced weight of Oklahoma high school diplomas as a result is a reasonable consequence of such a profoundly flawed educational system.
The fact that this initiative comes from a state consistently ranking among the lowest in education adds another layer of irony and concern. Instead of focusing on improving educational quality and providing students with a well-rounded understanding of history and civics, Oklahoma seems to be prioritizing the propagation of misinformation. This suggests a fundamental misalignment of priorities.
The broader implications of this situation extend to the future of American democracy. When a state’s education system actively promotes unsubstantiated claims and conspiracy theories, it risks eroding public trust in democratic processes. This can have far-reaching consequences, impacting the integrity of elections and the ability of citizens to make informed decisions.
The situation in Oklahoma serves as a cautionary tale about the importance of critical thinking, accuracy in education, and the dangers of allowing political agendas to influence the curriculum. The lack of evidence supporting the claims of election fraud, coupled with the opaque process of implementing these standards, makes it clear that this is more about promoting a specific political narrative than about educating students. The long-term consequences of such an approach could be devastating for Oklahoma and the country as a whole.