Watchdog Group Alleges Pittsburgh High School Ethnic Studies Course Recruits Students for Activism

A watchdog organization has raised concerns that a new ethnic studies course for high school seniors in Pittsburgh Public Schools (PPS) is designed to recruit students into political activism rather than teaching history. The North American Values Institute (NAVI), a nonpartisan education watchdog, stated that the course, based on documents obtained through right-to-know requests, appears to provide a guide for political action.

"I have a simple philosophy: Teach kids about revolutions, don't recruit them to be in one," said Steve Rosenberg, NAVI Pennsylvania Director. Rosenberg expressed concern over the course's approach and the perceived lack of counterarguments in provided materials.

Dr. Ann Fillmore, executive director K-12 Literacy, Humanities and Library Services for Pittsburgh Public Schools, stated that the documents provided were unit overviews, not full curricula, and that some materials were individual course syllabi created by teachers, including those for a College in High School (CHS) dual-enrollment course affiliated with LaRoche University. Fillmore added that the district's unit overviews have been revised for the 2026–2027 school year.

According to district documents, the course is structured into five units: "Developing Our Identities: Using Language and History to Create Community," "The Journey of Cultural Legacies: Exploring, Honoring, and Embracing Diverse Histories," "Barriers and Bridges: Navigating Systems of Power," "From the System to the Self: How Society Shapes Identity, Opportunity, and Power," and "Making an Impact."

NAVI's primary concerns focus on the latter half of the course. Unit 3, for example, asks students to explore how systems of power are constructed and how to "challenge, resist and restructure" them for equity. Learning outcomes include explaining how systems create privilege and inequities, and examining strategies used by marginalized communities to shift power dynamics.

Unit 4 instructs students to explore the limiting factors of power systems on opportunities and resources, with learning outcomes that include developing and proposing strategies to advocate for change within social systems that create inequitable outcomes for different ethnic groups. Unit 5 directs students to develop an action plan for community issues related to race and diversity.

Fillmore refuted NAVI's characterization, calling it "inaccurate" and emphasizing that the course is designed to teach civic reasoning, not activism. She stated that the goal is for students to develop their own ideas based on inquiry-based learning and the National Council for the Social Studies (NCSS) College, Career, and Civic Life (C3) Framework. Fillmore noted that Units 3 and 4 are grounded in the C3 Framework and are intended to promote "engaged and active citizenship" by helping students identify and research community issues, evaluate responses, and consider how communities collaborate.

NAVI also raised objections regarding the course's treatment of Jewish identity and antisemitism. Unit 1 includes readings on Whiteness and privilege, such as Eric Goldstein's "The Price of Whiteness: Jews, Race, and American Identity." Rosenberg argued that framing Jewish identity solely through theories of privilege misrepresents the Jewish experience and that counter-narratives should be presented.

Fillmore rejected the claim that the course characterizes specific groups as oppressors or oppressed, stating that "history, identity, and lived experiences are far more complex." She added that Jewish history, culture, resilience, and contributions are integrated into the curriculum, including discussions on the challenges Jewish Americans have faced and their efforts to preserve identity and culture across generations. Fillmore also referenced Pittsburgh's connection to antisemitism following the 2018 attack at the Tree of Life synagogue.

Regarding concerns about the lack of counter-narratives, Fillmore stated that the course design and teaching methods do not reflect this criticism. She highlighted that inquiry-based learning is a core principle, and teachers utilize various sources, including primary and secondary sources and oral histories.

Rosenberg voiced continued concern about how students might feel comfortable presenting counterarguments in class, fearing negative grading or social repercussions. He advised parents to examine course materials thoroughly and ask pertinent questions about classroom content.