School districts in far-left jurisdictions are indoctrinating grade-school students systematically, according to documents obtained by the U.S. House Committee on Education & the Workforce. A Majority Report released by the committee on Wednesday shows that the Berkeley, Calif. Unified School District (BUSD) and the School District of Philadelphia (SDP) have social studies curricula across multiple grade levels that teaches students to think in Marxist categories of “oppressor” and “oppressed.” Villains in the curriculum include free-market economics, the United States, and above all the modern nation of Israel.

The Education Committee launched an investigation after reports that “antisemitic incidents in K-12 schools increased by 135 percent” in 2023 alone, corresponding with the October 7 terror attack on Israel. They selected three diverse school districts to investigate, “after receiving numerous reports of antisemitic incidents in each”: BUSD, SDP, and Fairfax County Public Schools (FCPS) in Virginia. The report does not include material on FCPS.

The committee found that BUSD collaborated with the Liberated Ethnic Studies Model Curriculum Consortium (LESMCC) to develop a politicized curriculum, which “resulted in lessons littered with antisemitic resources along with the activist ideology.” BUSD paid LESMCC six figures to write the curriculum in August 2023, followed by a moderate upkeep sum in subsequent years. LESMCC produced two ninth-grade units, as well as “ethnic studies units and lessons for third, fourth, fifth, seventh, and eighth grades.”

Even before the third grade, however, BUSD students are introduced to anti-Semitic ideology through “the top resource in the district’s Arab American Heritage Month,” which features an alphabet book titled, “P is for Palestine”; one selection in the book is “I is for Intifada.”

In fourth grade ethnic studies, BUSD students must “define ‘covert resistance’ and ‘overt resistance,’” the report records, and the unit “introduces the terms ‘colonization[,]’ ‘decolonization[,]’ and ‘settler[.]’”

For those readers who have trouble remembering the grammatical capabilities of a fourth-grader, BUSD’s fourth-grade vocabulary list assigns students words like “alter,” “notice,” and “significance.”

The fifth-grade curriculum “seeks to ‘critique empire and its relationship to white supremacy, racism, patriarchy, cisheteropatriarchy, capitalism, ableism, anthropocentrism, and other forms of power and oppression at the intersections of our society.’”

What is “cisheteropatriarchy,” and why do 11-year-olds need to know about it? How is “anthropocentrism” a form of oppression? “The intersections of our society” is a nod to “intersectionality,” the notion that all these Marxist categories of oppression compound.

Separately, in a lesson on “The Declaration of Independence and Road to Revolution,” BUSD fifth graders learn that “the term ‘Founding Fathers’ is ‘harmful because it does not acknowledge the Indigenous communities who lived here before colonization.’”

By seventh grade, the curriculum is coaching students to become left-wing activists, such as teaching them to “critique systems of power and oppression, examining [their] historical impacts and [their] ties to white supremacy and systemic

racism.” The eighth-grade curriculum teaches students about “expressions of power,” such as “[w]hen a non-binary speaks up to remind a teacher which pronouns they use.”

In ninth grade, this Marxist framework is applied to smear Israel. The Boycott, Divestment, Sanctions (BDS) movement is praised “as an example of ‘embodied solidarity.’” A map of the Middle East labels all of Israel as Palestine. A lesson set on “Israel/Palestine” includes the “claim that ‘from the river to the sea’ can be ‘a call for freedom and peace’” and does not describe Hamas as a terrorist group.

Philadelphia’s curriculum was similar, although the report cites fewer examples. In world history, students are assigned to “honor” a “resistance movement[]” of their choice, with “the Great March of Return — a Hamas campaign that featured deadly clashes — listed as one option.” The curriculum also invites teachers to “take a deep dive” into Frantz Fanon, an activist who justifies Hamas’s October 7 massacre of Israeli civilians and “argues that decolonization is in its very nature a violent process.”

“In September 2026,” the report noted, “when asked about contemporary manifestations of antisemitism, [SDP] Superintendent [Tony] Watlington did not know whether it is antisemitic to claim that the State of Israel is a racist endeavor. Instead, he said it ‘depend[s] on context[.]’”

Philadelphia students also “learn about ‘environmental justice,’ climate activism, and ‘the impact of bias, injustice, and privilege on a global scale’” in the second grade and terms like “intersectionality,” “ally,” and alternative pronouns in the third grade.

The district’s high school economics curriculum places “free market” in scare quotes and describes supply and demand as a “fallacy.” It urges students to “question the ‘laws of economics’ that often mask the effects of extreme inequality” and claims that “[n]o industrialized country has a more skewed distribution of wealth” than the United States.

Statements like “[t]he rise of capitalism has been closely intertwined with imperialism … [which] led to the subjugation of peoples and the extraction of resources from colonized lands” unsubtly shove students along to one preferred ideological outcome. The United States continues to feature as the villain of this narrative, with another unit claiming to “examine ‘how the United States’ economic foundations are rooted in systems of exploitation, particularly through the extraction of land and labor from Indigenous, Black, immigrant, and working-class communities.’”

Needless to say, the Committee Majority report found this indoctrination into left-wing ideology — in taxpayer-funded schools, no less — highly disturbing. “Political activism has increasingly displaced educational neutrality and contributed to an environment in which antisemitism is minimized, excused, and even permitted to flourish,” the report concluded.

“Parents send their children to school to learn reading, writing, and math — not to be taught to hate Israel or embrace radical political causes,” responded Education and Workforce Committee Chairman Tim Walberg (R-Mich.). “Yet that’s exactly the kind of material our investigation uncovered. Jewish students deserve to feel safe in their classrooms, and parents deserve to know what their children are being taught. Schools that receive taxpayer dollars must be held accountable when they fail to protect students from antisemitism.”