After doing it Susan unraveled a strange multicoloured cloth that could make them blur but not totally disappear.

The issue of disappearing was a depressing horror!

Bill Hole was ready and curious and dazed!

She had him!
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Investigate California AB 715 details so did liberated ethnic studies occur as a result Thought for 12s Yes. Liberated Ethnic Studies (also called the Liberated Ethnic Studies Model Curriculum or LESMC/LESMCC) developed directly as a reaction to the revisions of California’s official Ethnic Studies Model Curriculum (ESMC).Timeline and causeIn 2019, an advisory committee of ethnic studies educators and professors produced the first draft of the state ESMC. It reflected a more activist, “liberatory” approach rooted in the field’s origins (Third World Liberation Front traditions), including content on Palestine, the BDS movement, critiques of capitalism/empire, and a primary focus on the four core groups (African American, Chicana/o/x-Latina/o/x, Native American, Asian American/Pacific Islander), with limited or critical treatment of Jewish experiences. That draft drew intense public and legislative pushback (tens of thousands of comments), including from Jewish organizations and the California Legislative Jewish Caucus over exclusions, antisemitic tropes, and anti-Israel framing, as well as concerns from other groups (Armenian, Hindu, etc.). State officials, including then-Board of Education leadership and Governor Newsom, called for major redesigns to reduce bias and increase balance. Multiple revisions followed. The final official ESMC (adopted March 2021) removed or moderated contested material (e.g., explicit BDS endorsement and certain Palestine lessons), added sample lessons on Jewish Americans (including Mizrahi), and included broader “guardrail” language against bias/discrimination. It remained focused on the four core groups but became more multiperspective and less explicitly activist in places. Members of the original advisory committee (including key figures such as Theresa Montaño of CSU Northridge and Guadalupe Carrasco Cardona) publicly disavowed the final version. They argued it had been “sanitized,” “eviscerated,” or compromised by political pressure (they specifically cited influence from pro-Israel groups, “white privilege,” and non-experts in the field) and no longer reflected authentic ethnic studies principles of anti-racism, anti-colonialism, critical consciousness, and solidarity with social movements.In response, around 2020–2021 those educators and allies launched the Liberated Ethnic Studies Model Curriculum Institute/Consortium. They created and distributed their own independent curriculum materials, teacher training, and consulting services as a freer alternative that restores the original draft’s more radical framing (oppressed/oppressor analysis, stronger emphasis on Palestine/Arab American studies as integral, critiques of Zionism as settler-colonialism in some materials, etc.). It is offered free or via district contracts and has been adopted or adapted in various California districts outside the official state model.In short, the opposition (Jewish groups prominent among others) succeeded in altering the official state product. Liberated Ethnic Studies was the counter-move by the original authors and like-minded educators to preserve and promote what they considered the uncompromised version of the discipline. It did not preexist the controversy in its current organized form; it crystallized because of the revisions. Local districts have flexibility, so both the official ESMC and Liberated-aligned materials have circulated, fueling ongoing disputes.