https://amgreatness.com/2021/06/17/counterfeit-civics/
The National Association of Scholars opposes the proposal, “Educating for American Democracy.” The proposal has attracted some well-meaning supporters, but they are mistaken about what Educating for American Democracy—EAD—would bring into being.
Roadmap to Educating for American Democracy is a “framework” that prescribes how American K-12 schools should teach civics. That word “framework” is part of EAD’s official self-description, and it deserves a closer look. In this case, the so-called “framework” is really a well-developed plan to impose a politically progressive program of instruction on almost all American students. The framework determines the ideas to be taught and the means by which these ideas would be conveyed and enforced. The content of EAD is antithetical to how the vast majority of Americans understand our country.
Precedents
We have been here before, several times. In the early 1990s, the academic Left hijacked the National History Standards. Under the Left, those “standards” projected a dismal view of the nation’s past, but a public outcry, led by former chairman of the National Endowment for the Humanities, Lynne Cheney, prompted a retreat. In January 1995, the U.S. Senate voted 99 to 1 to repudiate those standards.
Though they were officially shelved, the National History Standards retained a strong following among college history professors and a hefty number of high school history teachers. Those educators helped the National History Standards to become a kind of stealth curriculum in many of the nation’s schools, which goes some distance toward explaining the formation of political attitudes among people who attended school in that era. It also contributed to the popularity of works of pseudo-history such as Howard Zinn’s A People’s History of the United States.
Among the successors to the National History Standards was the 2014 revision of the College Board’s Advanced Placement U.S. History Standards (APUSH). Twenty years after the 1994 standards were officially set aside, the College Board imposed essentially the same partisan view on the nation’s most important (and most popular) secondary school history curriculum and examination. The National Association of Scholars blew the whistle on this capture-the-flag maneuver, and the College Board officially backed down—though once again, more in appearance than in substance.
Lately, the New York Times’ “1619 Project,” reconfigured by the Pulitzer Center as the centerpiece of a new history curriculum, has been introduced into tens of thousands of classrooms around the country. Controversy has rightly erupted over teaching this body of false premises and fake facts. The National Association of Scholars has been in the thick of this with our “1620” rebuttal.