House Investigation Reveals Controversial Social Studies Curriculum in Philadelphia Schools

A congressional investigation has brought to light a social studies curriculum in Philadelphia schools that allegedly included assignments asking students to honor resistance movements linked to terrorism and to label the United States and Israel as terrorist states.

The findings are detailed in a majority staff report from the House Education and Workforce Committee, which states that some school personnel used the curriculum to promote what it calls "extremist causes." The investigation began after parents expressed concerns about the curriculum and were unable to obtain the materials directly from the school district. The North American Values Institute (NAVI) also encountered difficulties in accessing the curriculum, with a teacher eventually providing it anonymously out of fear of reprisal.

According to the report, one world history assignment asked students to "honor a resistance movement," with the Great March of Return—a campaign supported by Hamas—among the options provided. Another exercise reportedly prompted students to identify the United States and Israel as terrorist states.

Philadelphia Superintendent Tony Watlington stated that the curriculum did not indoctrinate students but acknowledged to investigators that he was unaware it contained materials from the Racial Justice Organizing Committee, an organization identified as being led by district employees and described as highly ideological.

In response to the investigation, the school district announced plans to cease having district teachers and administrators write social studies curricula. Instead, instruction will be standardized with the assistance of national experts. The district also initiated termination proceedings against its social studies curriculum director, Ismael Jimenez, who reportedly celebrated the Oct. 7 massacres.

The report argues that parents should have straightforward access to school curriculum materials. "Without access, curriculum disputes become contests of credibility," the report states. "Administrators assure parents that lessons are balanced. Critics share an alarming passage from a single assignment that a child brought home from school. Officials say such claims have been taken out of context."

To address such issues, the report suggests that school districts should publish curriculum guides, reading lists, assignments, and supplementary resources on searchable websites. This would include identifying outside organizations that provide content and the officials responsible for its approval. Changes to materials should also be made visible to the public.

The report advocates for transparency in professional development as well, noting that some teacher training instructs educators to use controversial subjects to recruit students to a cause. Families, it argues, deserve to know what their schools are encouraging teachers to impart to their children.

Publishing curriculum materials would allow for public accountability, enabling school boards to hear objections, weigh evidence, and defend their instructional choices. The report concludes that Philadelphia's experience highlights the challenges parents face when they are unable to verify what their children are being taught, emphasizing the need for accessible oversight mechanisms.