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Attack on American History, Part 2

As the New York Analysis of Policy and Government reported yesterday, the Biden Administration has cancelled the 1776 Project, which sought to encourage returning honest and nonpartisan education of American history to schools. The 1776 Project attempted to counter the growing Marxist and foreign adversarial influence on academia.  Since the White House has removed links to the Project from its website, we present the basic concepts of it here

In the course of human events there have always been those who deny or reject human freedom, but Americans will never falter in defending the fundamental truths of human liberty proclaimed on July 4, 1776. We will—we must—always hold these truths.

The declared purpose of the President’s Advisory 1776 Commission was to “enable a rising generation to understand the history and principles of the founding of the United States in 1776 and to strive to form a more perfect Union.” This requires a restoration of American education, which can only be grounded on a history of those principles that is “accurate, honest, unifying, inspiring, and ennobling.” And a rediscovery of our shared identity rooted in our founding principles is the path to a renewed American unity and a confident American future.

Today… Americans are deeply divided about the meaning of their country, its history, and how it should be governed. This division is severe enough to call to mind the disagreements between the colonists and King George, and those between the Confederate and Union forces in the Civil War. They amount to a dispute over not only the history of our country but also its present purpose and future direction.

The facts of our founding are not partisan. They are a matter of history. Controversies about the meaning of the founding can begin to be resolved by looking at the facts of our nation’s founding. Properly understood, these facts address the concerns and aspirations of Americans of all social classes, income levels, races and religions, regions and walks of life. As well, these facts provide necessary—and wise—cautions against unrealistic hopes and checks against pressing partisan claims or utopian agendas too hard or too far.

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The principles of the American founding can be learned by studying the abundant documents contained in the record. Read fully and carefully, they show how the American people have ever pursued freedom and justice, which are the political conditions for living well. To learn this history is to become a better person, a better citizen, and a better partner in the American experiment of self-government

Comprising actions by imperfect human beings, the American story has its share of missteps, errors, contradictions, and wrongs. These wrongs have always met resistance from the clear principles of the nation, and therefore our history is far more one of self-sacrifice, courage, and nobility. America’s principles are named at the outset to be both universal—applying to everyone—and eternal: existing for all time. The remarkable American story unfolds under and because of these great principles

Of course, neither America nor any other nation has perfectly lived up to the universal truths of equality, liberty, justice, and government by consent. But no nation before America ever dared state those truths as the formal basis for its politics, and none has strived harder, or done more, to achieve them.

Lincoln aptly described the American government’s fundamental principles as “a standard maxim for free society,” which should be “familiar to all, and revered by all; constantly looked to, constantly labored for, and even though never perfectly attained, constantly approximated.” But the very attempt to attain them—every attempt to attain them—would, Lincoln continued, constantly spread and deepen the influence of these principles and augment “the happiness and value of life to all people of all colors everywhere.” The story of America is the story of this ennobling struggle.

Illustration: Painting by Emanuel Leutze

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Attack on American History

The Biden Administration’s disbanding of the 1776 Commission, and the removal of its report from the White House website, is the latest assault on teaching the essential attributes and history of the nation to our youth.

The Commission was founded “with the intention of cultivating a better education among Americans in the principles and history of our nation and in the hope that a rediscovery of those principles and the forms of constitutional government will lead to a more perfect Union.”

Basic American principles, such as respect for free speech and the concept of Americans as one people, (as opposed to a nation of warring ethnic and interest groups) have come under an unprecedented attack due to an educational system overinfluenced both by domestic Marxists and foreign enemies.

Eagle Forum reports that: “The most widely used history textbook in U.S. public schools is A People’s History of the United States by the late Howard Zinn. It has sold a million and a half copies since it was published in 1980. It is required reading in many high schools and colleges…This history textbook by Howard Zinn is a very leftwing version of U.S. history, full of … propaganda. It is based on the thesis that America is not a republic but an empire controlled by a few white men. Its heroes are anti-establishment protestors…”

As the New York Analysis of Policy and Government previously reported, Walter Williams provided 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 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.’”

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.”

In addition, foreign adversaries have gained a major foothold in many universities.

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One example:  A 2019 Senate Report found that From January 2012 to June 2018, 15 U.S. schools reported receiving $15,472,725 directly from Hanban, a propaganda arm of the Chinese government. To get a more comprehensive understanding of Hanban’s spending in the United States, the Senate Permanent Subcommittee on Investigations requested financial records from 100 U.S. schools and found Hanban directly contributed $113,428,509 to U.S schools—more than seven times the amount U.S. schools actually reported. Nearly 70% of U.S. schools that received more than $250,000 from Hanban failed to properly report that information to the Department of Education.

 As a result, there has been a decline of education in the history of the United States.

According to the Nations Report Card.Gov Proficiency in US history among America’s eighth graders is a dismal 18%. Civics knowledge is a horrendous 23%.  Geography is not far behind at 27%.

A study by the Woodrow Wilson National Fellowship Foundation  revealed that its survey of 41,000 Americans found that only 27 percent of those under the age of 45 nationally were able to demonstrate a basic understanding of American history. Nationally, only four in 10 Americans passed a basic exam on the topic. According to the organizations’ president, Arthur Levine, “Unfortunately, the Woodrow Wilson Foundation has validated what studies have shown for a century: Americans don’t possess the history knowledge they need to be informed and engaged citizens.” 

It’s not just ignorance of the facts as a whole.  There is disturbing evidence that outright lies defaming America are being taught in our schools.

In a Wall Street Journal article, Lynn Cheney described a New Advanced Placement History Exam that describes President Reagan’s “tear Down that wall” speech, in which he urged the Soviet Union to remove the Berlin Wall, as evidence of “increased assertiveness and bellicosity” on the part of the US.

Illustration: Smithsonian Museum of American History

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America’s Schools Flunk Civics, Part 2

Both Democrats and Republicans have justifiably complained about the stunning failure of America’s educational system to provide adequate instruction in history and civics. But who is to blame? We continue our examination of the crisis.

A Center for American Progress study notes that “Civic knowledge and public engagement is at an all-time low…While the 2016 election brought a renewed interest in engagement among youth,4 only 23 percent of eighth-graders performed at or above the proficient level on the National Assessment of Educational Progress (NAEP) civics exam, and achievement levels have virtually stagnated since 1998.5 In addition, the increased focus on math and reading in K-12 education—while critical to prepare all students for success—has pushed out civics and other important subjects.”

While both leftists and conservatives have noticed the troubling lack of knowledge regarding American history and civics, the pronounced trend towards the use of education for leftist indoctrination may well be to blame. A study by the National Association of Scholars  reveals that “A new movement in American higher education aims to transform the teaching of civics…What we call the “New Civics” redefines civics as progressive political activism. Rooted in the radical program of the 1960s’ New Left, the New Civics presents itself as an up-to-date version of volunteerism and good works. Though camouflaged with soft rhetoric, the New Civics, properly understood, is an effort to repurpose higher education.

“The New Civics seeks above all to make students into enthusiastic supporters of the New Left’s dream of ‘fundamentally transforming’ America. The transformation includes de-carbonizing the economy, massively redistributing wealth, intensifying identity group grievance, curtailing the free market, expanding government bureaucracy, elevating international “norms” over American Constitutional law, and disparaging our common history and ideals. New Civics advocates argue among themselves which of these transformations should take precedence, but they agree that America must be transformed by “systemic change” from an unjust, oppressive society to a society that embodies social justice.”

The studies findings include:

  1. Traditional civic literacy is in deep decay in America. Because middle schools and high schools no longer can be relied on to provide students basic civic literacy, the subject has migrated to colleges. But colleges have generally failed to recognize a responsibility to cover the basic content of traditional civics, and have instead substituted programs under the name of civics that bypass instruction in American government and history.
  2. The New Civics, a movement devoted to progressive activism, has taken over civics education. “Service-learning” and “civic engagement” are the most common labels this movement uses, but it also calls itself global civics, deliberative democracy, and intercultural learning.

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  3. The New Civics movement is national, and it extends far beyond the universities. Each individual college and university now slots its “civic” efforts into a framework that includes federal and state bureaucracies, nonprofit organizations, and professional organizations. Universities affiliate themselves with these national organizations’ progressive political goals.
  4. The New Civics redefines “civic activity” as “progressive activism.” It advertises progressive causes to students and uses student labor and university resources to support progressive “community” organizations.
  5. The New Civics redefines “civic activity” as channeling government funds toward progressive nonprofits. The New Civics has worked to divert government funds to progressive causes since its founding in the 1960s.
  6. The New Civics redefines “volunteerism” as labor for progressive organizations and administration of the welfare state. The new measures to require “civic engagement” will make this volunteerism compulsory.
  7. The New Civics replaces traditional liberal arts education with vocational training for community activists. The traditional liberal arts prepared students for leadership in a free society. The New Civics prepares them to administer the welfare state.
  8. The New Civics shifts authority within the university from the faculty to administrators, especially in offices of civic engagement, diversity, and sustainability, as well as among student affairs professionals. The New Civics also shifts the emphasis of a university education from curricula, drafted by faculty, to “co-curricular activities,” run by non-academic administrators.
  9. The New Civics movement aims to take over the entire university. The New Civics advocates want to make “civic engagement” part of every class, every tenure decision, and every extracurricular activity.”

Appropriate, unbiased education in the essentials of American history and civics is vital to the health, and indeed, survival of the United States as a constitutional republic of free citizens.  It’s a topic that must not be ignored.

Photo: Smithsonian Institution

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America’s Schools Flunk Civics

The excessive discord among American political factions, and the rejection of traditional  American values by a sizeable minority, may be fueled by the stunning inadequacy of the public education system, particularly in the teaching of civics and history. A fatal lack of knowledge about the meaning of the unique U.S. Constitutional form of government and the growing absence of historical memory warps the national dialogue.

Leftists and conservatives alike have worried about this issue. But what is to blame?

A Forbes article by George Leef reports that “A good many educators take seriously the idea that teaching is a political activity and accordingly feel justified in using their classrooms as platforms for spreading their social, economic, and philosophical beliefs. They want to act as “change agents” who will improve the world…Most of those educators have been imbued with a leftist cast of mind – hostile to capitalism, private property, and anything that stands in the way of their utopian visions of a just society brought about through government power. Instances like the recent ones at UC Santa Barbara (where a professor physically attacked a student who was peacefully protesting abortion) and Eastern Connecticut (where a writing professor went off on a rant about how evil Republicans are) are pretty common.”

Jonathon Cole, writing in The Atlantic, notes that “While there surely are many varied causes for the current American political situation, one among those is the relative ignorance of basic American history…and what some refer to as “civics” among a large sector of our population. It is testimony to the failure of the country’s education system that a high percentage of the voting-age population is simply ignorant of basic facts—knowledge that is necessary to act reasonably and rationally in the political process. This void isn’t limited to those with little education or those without significant professional achievements. It is telling, for example, that in 2009, 89 percent of those who took a test on civic knowledge expressed confidence they could pass it; in fact, 83 percent would have failed.”

The American Bar Association has long worried about this issue.  In 2011, Mark Hansen, writing in the ABA Journal stressed that “Parents traditionally worry about what their children are learning in school, but it’s what those students are not learning that’s even more unsettling.”

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The Education Commission of the United States  conducted a comprehensive survey on the teaching of civics. Finn states that “We’ve known for a while—thanks to the National Assessment and other measures—that American primary-secondary students aren’t learning a heckuva lot of civics… NAEP assessed civics in 2006 and found that fewer than a quarter of high school seniors could supply a satisfactory answer to a question about the means by which citizens can change laws. uCenter surveyed American adults in 2014 and found that only 36 percent could name the three branches of the U.S. government…”

A 2017 study by the Annenberg Public Policy Center found that “Many Americans are poorly informed about basic constitutional provisions, according to a new national survey by the Annenberg Public Policy Center…More than a third of those surveyed (37 percent) can’t name any of the rights guaranteed under the First Amendment; Only a quarter of Americans (26 percent) can name all three branches of government. ‘Protecting the rights guaranteed by the Constitution presupposes that we know what they are. The fact that many don’t is worrisome,’ said Kathleen Hall Jamieson, director of the Annenberg Public Policy Center (APPC) of the University of Pennsylvania…”

That research is echoed by The Brookings Institute:  that asks “…do America’s young people have the tools they need to assess candidates for public office and influence the policy process? The statistics say no. According to a new book edited by David Feith, young Americans know little about the Bill of Rights, the democratic process, or the civil rights movement. Three of every four high school seniors aren’t proficient in civics, nine of ten aren’t proficient in U.S. history, and the problem is aggravated by a lack of civic education at the university level.”

The Report Concludes Tuesday, May 29.

Photo: Smithsonian Institute

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Humanity’s Greatest Achievement, Forgotten

Today marks the anniversary of a great and auspicious day in American history, and in the development of human rights throughout the world.  But the odds are you will see nothing about it in the nation’s media, and your children will not hear about it in their classrooms.

The British had been moving steadily to reduce both the private and community rights of their American colonies. Eventually, despite the availability of an appropriate military base within Boston, the English General Thomas Gage ordered his troops “quartered” in civilian sections of the city.  It was becoming increasingly apparent that the colonists’ liberties were being dismantled. To protect themselves from the escalating abuse, the colonists stored up ammunition as a last resort to protect themselves.

The National Archives describes what happened next: “On the evening of April 18, 1775, the British authorities, acting on information that a supply of ammunition for the local militia was being stored in Concord, sent British regular troops from Boston to confiscate the arms. Skirmishes occurred [the next day] in several places, most notably on Lexington town green and afterwards at Old North Bridge spanning the Concord River in Concord. The incidents are referred to as the Lexington Alarm and the Battle of Concord…The colonists felt wronged. They had been fired upon unjustly.”

Thus began the American Revolution, which eventually led to the Declaration of Independence, the Constitution, and the Bill of Rights. Mankind would never be the same. Those documents represented the greatest single advance in human rights the world had ever seen.

But like much else in American history, this extraordinary story has been largely forgotten both in our school systems and in the media. There are significant reasons for that.

The concept of individual rights, the founding principle of America, is rather inconvenient for the prevailing left-tilting cultural leaders, who tilt towards collectivism.

Joy Pullman, writing for The Federalist, reports that: “U.S. civics education, if it exists at all, is being transformed into a political machine to push left-wing causes, undermine American government, and incite civil unrest, finds a 525-page report from the National Association of Scholars. [NAS] The ‘New Civics’ uses attractive, bipartisan-sounding words like ‘civics’ and “service learning” to trick Americans and their representatives into allowing progressive political machinery to hijack public funds and young minds, finds ‘Making Citizens: How American Universities Teach Civics.’……A series of surveys of adult Americans from 2008 to 2011 found that college graduates tended to know less than the average American about basic government functions, although the average American failed the test with or without a college degree. ‘[W]hile college adds little to civic knowledge, it does seem to encourage graduates to identify more strongly with the Democrat and Liberal ends of the political spectrum,’ one of these reports found. Younger students are no better. Although the Obama administration replaced national civics and U.S. history exams with technology assessments in 2013, their results were consistently poor: “In 2010, the last time the history test was administered, students performed worse on it than on any other NAEP test. Less than half the eighth-graders knew the purpose of the Bill of Rights, and only 1 in 10 could pick a definition of the system of checks and balance.”

This is a major problem for a country like America, the NAS report notes, because America is a country founded not on blood or soil but on common consent to a particular structure of self-government articulated in the Declaration of Independence.”

In a Fox interview, columnist Charles Krauthammer  said that American students are being taught “about all of the pathologies of the United States and very little of the glories.’…Krauthammer was reacting to a Fox News Poll…in which 45 percent of voters said they were not proud of the United States. When the voters were broken down by party, just 39 percent of Democrats said they were proud of the United States…’They weren’t just out there rioting and sitting in, they went into the professions – the teaching professions, and they’ve essentially taken over…That generation of radicals runs the universities, they run the teachers’ unions, they run the curricula.”

U.S. schools should return to the days when young students were taught to proudly recite Ralph Waldo Emmerson’s epic poem:

By the rude bridge that arched the flood,

Their flag to April’s breeze unfurled,

Here once the embattled farmers stood

And fired the shot heard round the world.

 

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That memory may their deed redeem,

When, like our sires, our sons are gone.

 

Spirit, that made those heroes dare

To die, and leave their children free,

Bid Time and Nature gently spare

The shaft we raise to them and thee.

Photo: Minuteman statue, usagovpolicy.com pictures

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Warping American Schools, Part 2

The New York Analysis of Policy and Government concludes its review of biased education in U.S. schools. 

Much of what used to be objective science curriculum is now devoted to politically-oriented “sustainability” course work.  The National Association of Scholars discussed the role of this on colleges, but the problem has now spread to grammar and high schools as well: “The sustainability movement is a way for people with a hugely unpopular political program to get into positions of influence so that they can advance their cause despite lack of public support… Sustainability advocates assume that no one can legitimately disagree with their message. They therefore have no qualms about imposing their politics on students, faculty, and staff. If someone does disagree, they attack that person’s motives and ignore his actual points…. Sustainability advocates don’t want to just add sustainability to the curriculum; they want to make it “the foundation of all learning and practice in higher education… Sustainability advocates don’t like free markets or personal liberty. They believe markets ignore long-term costs and people typically make bad choices. Instead of liberty, sustainability advocates praise ‘social justice’ and ‘equitable distribution of resources’ as the foundation of a sustainable society… The proponents of sustainability aim to have ‘all students engaged as effective change agents in our sustainability challenges.’ ”

Pew Research found that “only 29% of Americans rated their country’s K-12 education in science, technology, engineering and mathematics (known as STEM) as above average or the best in the world. Scientists were even more critical: A companion survey of members of the American Association for the Advancement of Science found that just 16% called U.S. K-12 STEM education the best or above average; 46%, in contrast, said K-12 STEM in the U.S. was below average.”

According to The 74 site , in 2016 “American teenagers’ math scores on an international test dropped last year, putting the United States in the bottom half among dozens of participating countries. ‘This pattern that we’re seeing in mathematics seems to be sort of consistent with what we’ve seen in previous assessments of mathematics literacy,’ said Peggy Carr, acting director of the National Center for Education Statistics. ‘Everything is just going down across the entire distribution. I think it is something we should keep an eye on as we move forward.’ U.S. students ranked No. 35 in math, down from No. 28 in 2012, among the 60 nations whose students took the Program for International Student Assessment in both 2012 and 2015. PISA is given every three years through the Organisation for Economic Co-operation and Development to 15-year-olds around the world, assessing performance in math, reading and science.”

As the Progressive philosophy is rammed into school curriculum, traditional cultural touchstones are forced out. This is followed to an almost ludicrous degree. The Daily Mail  reported last Christmas season that “School officials in Texas are in trouble after putting up a poster “showing a picture of [the character from the Peanuts cartoon] Linus, along with a scrawny Christmas tree and a brief passage that sums up the meaning of the holiday.”

Also omitted in some jurisdictions are concepts as normal as “boy” and “girl.” Matt Walsh, writing for The Blaze  reports “Charlotte public schools have banished the terms “boy” and “girl” from their classrooms. The new transgender-affirming policy allows students to select their own gender and then choose the bathroom (although that part is on hold for now), extracurricular activity, sport, etc., that best fits whatever label they happen to identify with at the moment. Boys will even be permitted to take part in “all-girl” overnight excursions, so long as they become girls for the duration of the trip. Of course, the studious observer might wonder how a boy can identify as a girl if we aren’t allowed to call people girls anymore.”
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Progressive perspectives are advocated by some educational commentators.  Peter DeWitt, writing in Education Week, states: “Now that the Supreme Court made their historic decision regarding gay marriage it’s time for LGBT issues and curriculum to be spoken about in schools.”

Progressive school boards have a bizarre inclination, even while many American schools continue to provide disappointing scores in traditional subjects, to inappropriately introduce their strange version of sex education to extremely  young students. In 2013, ABC News reported that “sex education will be coming to Chicago kindergartners within two years as part of an overhaul of the Chicago public schools sexual health program… Under the new policy, the youngest students – the kindergartners – will learn the basics about anatomy, reproduction, healthy relationships and personal safety.”

In addition to denigrating U.S. history and replacing cultural touchstones with sex education, outright political bias has entered the grammar school scene. In 2009, notorious—and creepy—scenes of students being led in songs praising Barack Obama were noted. The trend continues.

On the other hand, in what is becoming a commonplace scene, high school students like Maxine Yeakle, reports the Daily Mail, was threatened with suspension merely for wearing a pro-Trump T-shirt.

American schools have been transformed from an institution designed to produce well educated, capable and knowledgeable students into one dedicated to indoctrinate youth into progressive beliefs.

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Warping American Schools

The New York Analysis of Policy and Government presents a two-part review of how Progressive indoctrination has replaced traditional education in U.S. schools.

America’s grammar and high schools have been hijacked.

If you thought the purpose of its educational system was to teach reading, writing, mathematics, science, English, American History and civics to students, you have not been paying attention.

Gradually, over the past several decades, an agenda of Progressive-oriented social and political goals has replaced academics. The problem is not just being discussed in right-wing journals. Last year, the New York Times—-no bastion of conservative thought—discussed objectives some had to the revised material related to advanced placement American History—and what was omitted.

“Where was John Winthrop’s ‘City Upon a Hill’ speech? Or Thomas Jefferson and other founding fathers? Why give more prominence to Chief Little Turtle than to Ben Franklin? [on the other hand] a reference to ‘established colonial elites’ who fueled the ‘independence movement’ had been written in…even liberals scratched their heads over a few descriptions, like calling Ronald Reagan ‘bellicose’ in his dealings with the Soviet Union or describing Manifest Destiny as a belief in ‘white racial superiority’ without also explaining its philosophical mission to spread liberty, democracy and technical innovations…Jane Robbins, a senior fellow at the American Principles Project [argued] that the framework had been ‘scrubbed of American exceptionalism.’”

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A study by the Family Research Council  critiques the Advanced Placement U.S. History Course (APUSH) “The APUSH course work includes no mention of America’s moon landing, Dwight Eisenhower, Martin Luther King Jr., or Benjamin Franklin, among others…Peter wood, president of the National Association of Scholars, calls the new AP U.S. history framework ‘a briefing document on progressive and leftist views of the American past,’ one which ‘weaves together a vaguely Marxist or least materialistic reading of key events with the whole litany of identity group grievances.’ Author Stanley Kurtz, who formerly taught at Harvard and the University of Chicago, joins in this critique, asserting that the College Board is pushing U.S. history as far to the Left as it can get away with, and stating that the APUSH curriculum is a ‘movement of left-leaning historians that aims to internationalize the teaching of American history.’”

In his critique of the liberal education establishment, William J. Dodwell notes: “…in schools and colleges the works and achievements of so-called dead white males have become impolitic.  The left suppresses and revises history to fit its agenda that emphasizes oppression…They virtually ignore the U.S. Constitution or even dismiss it as extremist.  The education establishment embraces collectivism and downplays individual accomplishment lest it pose a challenge to its power.  There is little room for dissent.  Such homogeneous thinking invites tyranny, and educational manipulation sets the stage for that outcome.”

Former Speaker of the House of Representatives Newt Gingrich believes that U.S. students need patriotism in their education.  He has urged both elected and appointed officials to review the matter.

The Report concludes tomorrow.

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Parents, Legislators Revolt vs. Biased Textbooks

There is a pervasive left-wing bias in American education, both in classroom instruction as well as in the books assigned.

A member of the lower house of the New York State legislature has decided to tackle the problem in his state by introducing legislation mandating that instructional materials are free of bias. Assembly member Bill Curran, a Republican from Long Island, is sponsoring a bill,  A09057,  that would mandate state approval of teaching materials.

His proposed law notes:

“Unfortunately, over the last three decades, education has morphed into a progressive, socialist agenda that fails at every level to help our children and future leaders develop these important skills. In … textbooks found across America in states such as Tennessee, Texas, and Florida, references have been found showing bias toward pro-Islamic traditions, Anti-Semitism, Anti- Judeo Christian values and race. According to the Reading and Writing Project from Columbia University, there are too many textbooks around the country for all states to mandate and regulate what gets put into these textbooks.  Since there are biases in our textbooks, the tests’ students receive could have pro-Islamic bias and distorted American facts as well. It is our goal to appoint a committee to oversee the textbooks our children our receiving, as well as their education. A teacher should not bring in any “supplemental” reading/textbook material that “they” deem   appropriate without authorized consent of the textbook governing body’s written approval. This is a rising problem in our country, and we want to help create a bill that further prevents the bias within our textbooks.

“This legislation hopes to be a trailblazer and lead the way into the quest for nonpartisan improvement of education, serving all students equally, without discrimination or bias.”

The measure would create a State Textbook Commission, charged with the responsibility to review and prepare a list of standard editions of textbooks for approval by the State Education Department and then adopted by local boards for use in schools. It would prohibit teachers, principals and other instructional persons from using or permitting any supplemental textbooks or instructional materials without the consent of the Commission.

Anger over textbooks being used to foster a biased, usually negative view, of the U.S. has spread across the nation.  The use of a particularly warped view, Howard Zinn’s “A People’s History of the United States,” which presents a Marxist analysis of American History, as a preferred text has inspired widespread parental distress.

Writing for the History News Network, Daniel Flynn reports:
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“Through Zinn’s looking-glass, Maoist China, site of history’s bloodiest state-sponsored killings, becomes “the closest thing, in the long history of that ancient country, to a people’s government, independent of outside control.” The authoritarian Nicaraguan Sandinistas were “welcomed” by their own people, while the opposition Contras, who backed the candidate that triumphed when free elections were finally held, were a “terrorist group” that “seemed to have no popular support inside Nicaragua.” Castro’s Cuba, readers learn, “had no bloody record of suppression.”

Along with an anti-U.S. bias, there has been a disturbing trend towards anti-Semitism in textbooks. WND and Breitbart have reported instances of this problem in a variety of states.

Breitbart has reported “There is bias in the books … it’s coming from education progressives. According to Dr. Sandra Alfonsi, expert on accuracy and unbiased textbooks…”  Examples of bias included passages that claimed “Cuba had economic freedom, and that the Bible was full of “stories” while the Koran was the “word of God.” In a review of the 9/11/01 attack on the World Trade Center and the Pentagon,  the terrorists were not identified as Muslims or Islamic Jihadists.”

WND noted that in 2014, A Tennessee group that combats anti-Semitism asked the governor to investigate school textbooks not only because of instances of anti-Semitism but also hundreds of inaccuracies, biases and disinformation, including anti-American and anti-Christian content.

The group stated that “The texts are in direct violation of the U.S. and Tennessee Constitutions by ‘teaching the religious dogmas of one religion,’ Islam, charged Laurie Cardoza-Moore.

A Project Veritas  video shows a former textbook company executive making statements such as “The dead white guys did not create this country,” “Damn the Second Amendment.”

Texas has also been a significant battleground in the fight against biased education. One widely criticized lesson plan in the Lone Star state equated the Boston Tea Party with modern day terrorism.

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Elected official opts his children out of Common Core

A prominent local elected official has very publicly refused to allow his children to be taught the Common Core curriculum.

Robert Astorino, the county executive of New York State’s Westchester County, based his decision on a number of objections.  In a widely distributed statement, he noted:

“Our kids deserve better than Common Core, an experiment conceived in secrecy with no public hearings or testing. There are no consequences for opting out. The scores will not affect student records. We support higher standards for our kids, but that’s not Common Core, despite what we’ve often been told.

“The standards are of ‘poor quality.’  Those aren’t my words; those are the words of the Math and English Language Arts content experts on the validation committee. But their concerns were expunged from the final record.

Also ignored are experts’ concerns that:

The standards are developmentally inappropriate in the early grades

  • No K-12 teachers were involved in writing the standards
  • High-stakes testing as the sole assessment for both student and teacher performance is both unfair and wrong.”

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Previously, A New York Analysis of Policy & Government review report noted:

Concerns over inadequate educational accomplishments led to the bipartisan creation of the Common Core educational program. But the fears of parents and others that Common Core serves as an excuse for Washington to politicize the American public school system have been heightened by recent disclosures that related textual material introduced partisan statements into English lessons.

Further objections have been raised about what some believe are bizarre common core assignments, including one report from Arkansas that sixth-graders were tasked to revise the Bill of Rights by removing two Amendments and adding two new ones. Education Secretary Arne Duncan added fuel to the fire when he described those expressing their dismay as “White suburban mothers.”

A joint study  by the Pioneer Institute, the American Principles Project, the Pacific Research Institute, and Civitas warns:

“By signing on to national standards and the assessments that will accompany them, participating states have ceded their autonomy to design and oversee the implementation of their own standards and tests. The implications of ceding this autonomy are varied. Not only do some states risk sacrificing high quality standards for national standards that may be less rigorous, all states are sacrificing their ability to inform what students learn. Moreover, the act of adopting national standards has and will continue to disrupt legal and other processes upon which states rely to ensure the adequate and equitable delivery of educational materials and resources. Finally and, perhaps, most distressing, the predicted cost to states of implementing the Common Core is in the billions of dollars, a number that only stands to grow if implementation ramps up.”

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Indoctrination Isn’t Education

Many of America’s schools are becoming places few feel comfortable in, both in terms of what they teach and how they are administered.

Rather than reflect the principles of honesty, accuracy and fairness that should be the hallmark of every educational endeavor, they are increasingly being used to push a partisan agenda that is distinctly disdainful of the United States as a nation and western civilization in general.

Of particular concern is the lack of instruction in history and civics. Authors Robert Poniscio, Gibert Sewall and Sandra Stotsky, writing for the Pioneer Institute  detail the lack of performance of U.S. students in these crucial areas. They cite a number of reasons, including the reduced amount of time devoted to these studies, and increased emphasis on radical-oriented areas such as race and gender studies.
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While some may allege that this curriculum choice is more inclusive, the facts speak otherwise. One example: The Washington Times reports that a student recently complained that sites lauding Islam and left-wing policies were easily accessed on school computers, but equivalent sites about Christianity or conservative issues were blocked.

The harsh reality is that too many of America’s centers of learning are being used to indoctrinate, not educate.