Please dispute the findings listed below with some facts to the contrary and I’ll take your plea more seriously:FINDING BY THE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION  OF VIOLATION BY TUCSON UNIFIED SCHOOL DISTRICT PURSUANT TO A.R.S.  § 15-112(B)   (excerpt)

  (section) 5. Written MaterialsAs noted earlier, the name of this course has been Raza Studies or Raza/Mexican American Studies. The very name “Raza” is translated as “the race.” On the TUSD website, it said that the basic text for this program is “the Pedagogy of The Oppressed.” The author is Paulo Frere, a Brazilian Marxist. Most of these students’ parents and grandparents came to this country, legally, because this is the land of opportunity. They trust the public schools with their children. Those students should be taught that this is the land of opportunity, and that if they work hard they can achieve their goals. They should not be taught that they are oppressed.During the hearings of the Senate Judiciary Committee on the Ethnic Studies bill, the school sent a number of students to testify how much they loved Ethnic Studies. A senator asked a girl whether she could have learned the things she spoke about in other courses. She responded: “No, before I took this course, I didn’t realize that I was oppressed. Now that took this course, I realize that I am oppressed.”One of the textbooks is Occupied America (5th ed.). One of the leaders it talks about is described as follows: “José Angel Gutiérrez was one of the leaders, and he expressed the frustrations of the MAYO generation. His contribution was indispensable; it influenced Chicanos throughout the country.”One of Gutiérrez’s speeches is described as follows:We are fed up. We are going to move to do away with the injustices to the Chicano and if the ‘gringo’ doesn’t get out of our way, we will stampede over him.” Gutiérrez attacked the gringo establishment angrily at a press conference and called upon Chicanos to ‘kill the gringo,’ which meant to end white control over Mexicans.The textbook’s translation of what Gutiérrez meant contradicts his clear language. In describing the atmosphere in Texas where Gutiérrez spoke, the textbook states: “Texans had never come to grips with the fact that Mexicans had won at the Alamo.” (P. 323.) It is certainly strange to find a textbook in an American public school taking the Mexican side of the battle at the Alamo.Another textbook is the Mexican American Heritage (2nd ed.).One of the chapters is “The Loss of Aztlan.” Aztlan refers to the states taken from Mexico in 1848: Arizona, California, New Mexico and Colorado. This chapter states: “Apparently the U.S. is having as little success in keeping the Mexicans out of Aztlan as Mexico had when they tried to keep the North Americans out of Texas in 1830.” (P. 107.) In other words, books paid for by American taxpayers used in American public schools are gloating over the difficulty we are having in controlling the border. This page goes on to state: “…the Latinos are now realizing that the power to control Aztlan may once again be in their hands.”Materials for the course include a sheet titled “Chicano Resistance Vocabulary Squares.”The students are given an example of student writing including the sentence “we are slowly taking back Aztlan as our numbers multiply.” The students are taught poems illustrated by the following:“Going Back” – Victor E “El Vhu”We’re going back, back to where we came from, back to where the truth dwells, AZTLAN…,We suffer colonial incarceration so we foster resistance of our own occupation.“Decolonize” – “Aztlan Underground”Some feel this oppression no longer exists Well here’s something they missed – Self D means self determination…Stranger in your own land under exploitation…This is the state of the indigena today…WE DIDN’T CROSS THE BORDERS, THE BORDERS CROSSED US! YET THE SETTLER NATION LIVES IN DISGUST! The American dream only for some WASP – White Anglo Saxon Protestant…the frame of mind that keeps our oppression constant…Cihuatl is reclaiming…We have returned to Aztlan!!! We have returned to Aztlan!!!They are taught an essay called AZTLAN The Lost Land, “The Chicano Homeland” by John R. Chavéz which includes the following:But to Chicanos the Southwest is more than just their place of residence; it is their homeland, their lost homeland to be precise, the conquered northern half of the Mexican nation…In the mind of the Chicanos, this immense territory remains their patrimony…Mexicans are indigenous to and dispossessed of the region…Chicanos view Southwest as an extension of Mexico and Latin America, a Mexican region spreading beyond what is regarded as an artificial boundary.A worksheet in association with this essay has a map at the top showing Aztlan as all of Mexico, and some American States, including Texas, Arizona, New Mexico, Utah, Colorado, California and Nevada. Among the questions asked on this worksheet are: “What are the four areas in the southwest that have had a Mexican cultural and demographic influence since the United States imposed its present boundary on Mexico?…In order for Chicanos to have cultural, political, and economic self-determination, what must Chicanos have control of in order to do so?”In a section of materials called “Conquest and Colonización”, the students are taught “We will see how half of Mexico was ripped off by trickery and violence. We will see how Chicanos became a colonized people. In the process of being colonized, we were robbed of land and other resources.”The students are taught “Critical Race Theory.” A part of the “Critical Race Theory” is defined by the materials taught to the students as follows: “Unlike traditional civil rights, which embraces incrementalism and step-by-step progress, critical race theory questions the very foundation of the liberal order, including equality theory, legal reasoning, Enlightenment rationalism, and neutral principles of constitutional law.”The materials for this class include “A Field Guide for Achieving Equity in School.” These materials include: “We often hear people referred to as being privileged, which usually is a comment pertaining to the individual’s financial or economic status…In Courageous Conversation, however, privilege takes on a different meaning: it refers to the amount of melanin in a person’s skin, hair, and eyes. (This is followed by a table which promulgates racial stereotypes by detailing the differences between “white individualism” “colored group collectivism.”) “White people tend to dominate the conversation by setting the tone for how everyone must talk and which words should be used. All of these “White ways” must be recognized, internalized, and then silently acted on by people of color”. (This is an example, referring to the statute, of subsection 2, “promote resentment toward a race or class of people”)…The aforementioned White cultural characteristics, such as individualism, blur into the consciousness of Whiteness, which becomes not only a way of behaving but also a way of thinking….White people depend on the overwhelming presence of other White people in positions of power and influence to maintain a system of racial advantage. At the same time, many White educators believe that gains in school, as in their own lives, come from individual effort and accomplishment.”At page 200 of these materials, there is a table setting forth in detail the difference between “White Talk” and “Color Commentary.” These materials go on to state: “Anger, guilt, and shame are just a few of the emotions experienced by participants as they move toward greater understanding of Whiteness”. [If one were to substitute any other race for “Whiteness,” it would be obvious how this promotes resentment toward a race or a people.]The materials go on to state: “White Americans often feel a unique sense of entitlement to Americanism, partly because many never travel beyond the borders of the United States.” All of these kinds of racist propaganda are fed to young and impressionable students, who swallow them whole, as illustrated by the rude behavior of some students during an address by Margaret Garcia Dugan and subsequent demonstrations. The education they are receiving, to deal with disagreements in an uncivil manner, will be dysfunctional for them as adults. It becomes the duty of the people of Arizona, through their elected leaders, as authorized by A.R.S. § 15-112, to put a stop to this, and to be sure that taxpayer-funded public schools teach students to treat each other as individuals, and not on the basis of the race they happen to have been born into.These are some examples, that and are not an exhaustive list of the ways in which this course violates ARS § 15-111.