If an invading force sought to obscure America’s history, falsely indoctrinate its youth that their nation was an evil entity, and ignore the enormous, indeed unmatched, good that has been achieved by the United States, there is little doubt that the populace would rise up.
But much of that is being done within America’s schools, and the silence from many in politics and the media is deafening.
The American Council of Trustees and Alumni (ACTA), an independent, non-profit organization committed to academic freedom, excellence, and accountability at America’s colleges and universities, found that “Less than one-third of the colleges and universities in the United States annually ranked as the country’s best schools require students pursuing a degree in history to take a single course in American history… only 23 undergraduate history programs at the U.S. News & World Report’s top 25 national universities, top 25 public institutions, and top 25 liberal arts colleges require a single U.S. history class.Many of the same institutions that do not require history majors to take a course on United States history do specify that they must complete coursework on areas outside the United States… Of the 23 schools that do list a U.S. history requirement, 11 permit courses like ‘Hip-Hop, Politics, and Youth Culture in America’ (University of Connecticut) or “Mad Men and Mad Women” (Middlebury College) to fulfill that requirement. ‘Historical illiteracy is the inevitable consequence of lax college requirements, and that ignorance leads to civic disempowerment,’ observed Michael Poliakoff, ACTA’s president-elect. A democratic republic cannot thrive without well-informed citizens and leaders.’”
CNS provides a disturbing report from the University of Hawaii:
“’We need to think very, very clearly about who the enemy is. The enemy is the United States of America and everyone who supports it.’ That’s taught to University of Hawaii students by Professor Haunani-Kay Trask. Richard Falk, professor emeritus at Princeton University and the U.N. Human Rights Council’s Palestine monitor, believes stated that President George W. Bush ordered the destruction of the twin towers.’ … Then there’s Georgetown law professor Louis Michael Seidman, who explained our national problems by saying, ‘But almost no one blames the culprit: our insistence on obedience to the Constitution, with all its archaic, idiosyncratic and downright evil provisions.'”
A 3D Animation is basically a motion graphic image in three-dimensional online viagra mastercard setting. The drug has got finished up of various essential components comprising sildenafil citrate and works exactly like lowest viagra price by improving blood flow near male reproductive area and to make the right choice. If you order viagra online robertrobb.com are a regular user of Propecia, you ought to file a Propecia lawsuit. In this medicine, sildenafil citrate is cheap canadian viagra selling here the main ingredient which is marked as PDE-5 inhibiting agent. The Daily Wire reports that Karl Marx’s ‘Communist Manifesto’ has been found to be the most taught text by economists on college campuses…“’The Communist Manifesto’ was most frequently taught by economists, receiving a total count of 3189 and a ‘teaching score’ of 99.7. The overall data from all professors revealed that only ‘The Elements of Style,’ a common writing guide by William Strunk and ‘The Republic’ by Plato were more assigned than the Karl Marx classic. And if if that’s not frightening enough, per Market Watch, the Bible did not show up in the data at all but Adolf Hitler’s ‘Mein Kampf’ received ‘a count of 697 and a score of 75.7’ and Vladimir Lenin’s ‘What Is To Be Done’ received a count of 361 and a teaching score of 45.9.”
When U.S. history is taught, even on the lower school level, it is frequently from an extreme anti-American bias. The Federalist reported that in 2014, when award-winning history professor Larry Krieger reviewed Common Core’s AP American history curriculum, he was appalled. “Krieger… conducted a meticulous dissection of the anti-American themes and anti-knowledge gaps in the extensive new curriculum framework. These include emphasizing exploitation, racial conflict, and economic determinism, and omitting the Pilgrims, all Revolutionary War battles, Alexis de Tocqueville, Uncle Tom’s Cabin, and much more. Their analysis and Wood’s also make it quite clear that the new curriculum is nowhere near objective, or even even-handed, philosophically, and is, moreover, organizationally incoherent.”
CNS reports that “An Advanced Placement world geography teacher at Lumberton High School in Texas encouraged students to dress in Islamic clothing and instructed them to refer to the 9/11 hijackers not as terrorists but as ‘freedom fighters.’ They were also told to stop referring to the Holocaust as genocide. John Valastro, the superintendent of the Lumberton Independent School District, told Fox News that the teacher did absolutely nothing wrong. In McAllen, Texas, teachers tried to force a teenager to sing the Mexican national anthem and recite Mexico’s pledge of allegiance. The teen refused, saying it was against her beliefs as an American. She was thrown out of the class and given a failing grade for that day’s assignment. Her father has filed a lawsuit on behalf of his daughter against the McAllen Independent School District.”
Blatant partisanship is also part of leftist curriculum. Todd Starnes provides this example: A tenth grade teacher at Saratoga Springs High School led a discussion on the rise of fascism during World War Two by referencing President Trump. The Washington Free Beacon disclosed that, in February, “The chief executive of Chicago Public Schools wrote a letter Monday that school officials sent home with every student in the system attacking Illinois Republican Gov. Bruce Rauner and President Donald Trump.All 381,000 students were sent home with the letter.”
When the New York Analysis of Policy and Government spoke with several university professors, many expressed reluctance to speak out for fear of their careers. They noted that those who disagreed with the prevailing leftist perspective had little or no chance of even getting hired in the first place; those who had already been hired by hiding their views, fear for tenure or other career aspects. Those interviewed consistently condemned the biased texts used for college courses.