Hannah Natanson of the Washington Post wrote about the rapidly spreading censorship that is casting a pall over many classrooms. State legislatures in red states have passed scores of laws describing in vague terms what teachers are not allowed to teach, even if it is factually accurate. Imagine a teacher told he must not say that slavery was wrong. Teachers comply rather than be fired. Some quit. And people wonder why there are teacher shortages!

She writes:

Excerpts from Mary Wollstonecraft’s “A Vindication of the Rights of Woman.” Passages from Christopher Columbus’s journal describing his brutal treatment of Indigenous peoples. A data set on the New York Police Department’s use of force, analyzed by race.

These are among the items teachers have nixed from their lesson plans this school year and last, as they face pressure from parents worried about political indoctrination and administrators wary of controversy, as well as a spate of new state laws restricting education on race, gender and LGBTQ issues.

“I felt very bleak,” said Lisa Childers, an Arkansas teacher who was forced by an assistant principal, for reasons never stated, into yanking Wollstonecraft’s famous 1792 polemic from her high school English class in 2021.

The quiet censorship comes as debates over whether and how to instruct children about race, racism, U.S. history, gender identity and sexuality inflame politics and consume the nation. These fights, which have already generated at least 64 state laws reshaping what children can learn and do at school, are likely to intensify ahead of the 2024 presidential election. At the same time, an ascendant parents’ rights movement born of the pandemic is seeking — and winning — greater control over how schools select, evaluate and offer children access to both classroom lessons and library books.

In response, teachers are changing how they teach.

A study published by the Rand Corp. in January found that nearly one-quarter of a nationally representative sample of 8,000 English, math and science teachers reported revising their instructional materials to limit or eliminate discussions of race and gender. Educators most commonly blamed parents and families for the shift, according to the Rand study.

The Washington Post asked teachers across the country about how and why they are changing the materials, concepts and lessons they use in the classroom, garnering responses from dozens of educators in 20 states.

Here are six things some teachers aren’t teaching anymore.

“Slavery Is Wrong”

Greg Wickenkamp began reevaluating how he teaches eighth-grade social studies in June 2021, when a new Iowa law barred educators from teaching “that the United States of America and the state of Iowa are fundamentally or systemically racist or sexist.”

Wickenkamp did not understand what this legislation, which he felt was vaguely worded, meant for his pedagogy. Could he still use the youth edition of “An Indigenous Peoples’ History of the United States”? Should he stay away from Jason Reynolds and Ibram X. Kendi’s “Stamped: Racism, Antiracism, and You,” especially as Kendi came under attack from conservative politicians?

That fall, Wickenkamp repeatedly sought clarification from the Fairfield Community School District about what he could say in class, according to emails obtained by The Post. He sent detailed lists of what he was teaching and what he planned to teach and asked for formal approval, drawing little response. At the same time, Wickenkamp was fielding unhappy emails and social media posts from parents who disliked his enforcement of the district’s masking policy and his use of Reynolds and Kendi’s text. A local politician alleged that Wickenkamp was teaching children critical race theory, an academic framework that explores systemic racism in the United States and a term that has become conservatives’ catchall for instruction on race they view as politically motivated.

Finally, on Feb. 8, 2022, at 4:05 p.m., Wickenkamp scored a Zoom meeting with Superintendent Laurie Noll. He asked the question he felt lay at the heart of critiques of his curriculum. “Knowing that I should stick to the facts, and knowing that to say ‘Slavery was wrong,’ that’s not a fact, that’s a stance,” Wickenkamp said, “is it acceptable for me to teach students that slavery was wrong?”

Noll nodded her head, affirming that saying “slavery was wrong” counts as a “stance.”

“We had people that were slaves within our state,” Noll said, according to a video of the meeting obtained by The Post. “We’re not supposed to say to [students], ‘How does that make you feel?’ We can’t — or, ‘Does that make you feel bad?’ We’re not to do that part of it.”She continued: “To say ‘Is slavery wrong?’ — I really need to delve into it to see is that part of what we can or cannot say. And I don’t know that, Greg, because I just don’t have that. So I need to know more on that side.”

As Wickenkamp raised his eyebrows and pursed his lips, she added, “I’m sorry, on that part.”Wickenkamp left the Zoom call. At the close of the year, he left the teaching profession.

Contacted for comment, Noll wrote in a statement that “the district provided support to Greg with content through a neighboring school district social studies department head.” She did not answer a question asking whether she thinks teachers should be permitted to tell children that slavery was wrong.