APUSH Provides Contempt for America in Texas High Schools

Dear Friends,

 

A very informative and important article from the Texasinside.org, under ‘The Scoop’, written by Bill Ames.  Bill is an education activist and author who lives in Dallas, Texas. His book, “TEXAS TROUNCES THE LEFT’S WAR ON HISTORY” (WNAenterprises.com) tells the story of his experience in developing Texas’ U. S. history standard in 2009-2010. In 2013, he reviewed CSCOPE U. S. history lessons as part of the State Board of Education’s Ad Hoc Committee Project, and is now involved with the new College Board AP U.S. history framework.  He welcomes reader comments at billames@prodigy.net.

 

APUSH Provides Contempt for America in Texas High Schools

College Board Partners with Leftist Academia

 

AUSTIN, Texas (Texas Insider Report) — The recent implementation of a totally reworked Advanced Placement U. S. History (APUSH) framework has given rise to contentious debate. Mainstream American critics challenge APUSH as being anti-American. The private, unaccountable College Board APUSH creators retaliate by claiming that the new framework provides more flexibility to teachers, while addressing an alleged “whitewashing” of U. S. history.

The debate has raged on, and does not need to be repeated here. Suffice to say that the APUSH framework, compared with most state and local standards, is like mixing oil and water.

It is time to end this debate charade, and reveal the bottom-line truth. Time to call a spade a spade. Time to cut to the chase.

During the 1960s, liberal professors began to revise how history is taught in America’s colleges and universities. These liberal professors have demonstrated a solid track record of contempt for American values, while indoctrinating students with their warped ideology.

There has been a long-term desire on the part of these professors to extend their indoctrination to America’s public schools. One egregious example:

In the early 1990s, UCLA professor Gary Nash (right,) along with the National Council for Social Studies, released new United States history standards. These standards, like APUSH, focused on Native- and African-American history while de-emphasizing the contributions of western civilization.

The standards were rejected by none other than the United States Senate, both Democrats and Republicans, by a vote of 99 to 1.

The Senate’s condemnation concluded with the words, “Any recipient of federal funds … for standards and curriculum development … should have a decent respect for United States history’s roots in western civilization.”

 In order to promote leftist academics’ agenda, the College Board has provided its APUSH framework, to give liberal academia yet another opportunity to extend its contempt for America to public schools.

A contentious statement, you say? Let us develop the story.

In 1973, author and journalist John LeBoutillier (right,) was a sophomore at Harvard University. His instructor in History 97 class was one Barry Schmidt, an admitted radical who sported a full-length beard and a pony tail tied with a red ribbon.

LeBoutillier wrote about his introduction to the class in his best-selling book, Harvard Hates America.  Schmidt began:

“I don’t give a s— about American history. I don’t give a damn about facts or dates or any of that other traditional crap.  Hell, I don’t even know what year the Civil War began. 

“As far as I’m concerned, that type of history just plays along with the right-wing fascists who run this country…..the very people I’m dedicated to overthrowing….”

Fast forward to 2014. The college blog Campus Reform posted a video of interviews it conducted of Harvard students, just a couple of weeks ago.

The single question was straightforward: “What is the greater threat to world peace, ISIS or America?”

One student answered, “I think American imperialism and our protection of oil interests in the Middle East are destabilizing the region and allowing groups like ISIS to gain power….We are, at some level, the cause of it.”

Another student answered: “As a Western civilization, we’re to blame for a lot of the problems that we’re facing now.  I don’t think anyone would argue that we didn’t create the problem of ISIS ourselves…. (Middle Easterners) have a skewed view of us, just as a lot of Americans have a skewed view of them, of ISIS.”

A third student proclaimed: “The amount of spending that America has on causes of potential destruction in the world is really outlandish.  We’ve been learning about this recently, how much America spends on defense mechanisms alone, and it’s really quite astonishing compared to any other country in the world, really.”

All students claimed that America was the larger threat to world peace.

History 97 instructor Barry Schmidt and his successors at Harvard can be proud.

Columnist David Limbaugh, covering the interviews in his October 10, 2014 TownHall.com article “Harvard Students Parade Their Academic Poison”, wrote,

“I wouldn’t be nearly so troubled by Harvard University students identifying America as a bigger threat to world peace than the Islamic State if it weren’t representative of the thinking of so many students throughout the nation. But it is.”

David Limbaugh (at right,) is correct. One needs to look no further for the potential for student indoctrination, than the likes of two controversial university professors, 911 terrorists sympathizer Ward Churchill and unrepentant terrorist Bill Ayers.  Both enjoyed enthusiastic peer acceptance in the academic cocktail party circuit during their presence at the University of Colorado-Boulder and the University of Illinois-Chicago, respectively.

There are many more examples.

Liberal professors on America’s college and university campuses make up an overwhelming majority. A 2010-2011 survey of 23,824 full-time faculty members at 417 American colleges and universities, conducted by the Higher Education Research Institute at UCLA, reveals that over 65% of professors in public and private universities self-identify as liberal or far left. Less than 10% identify as conservative or far right.

And those liberal professors doggedly impose their ideology on immature, impressionable students.

What do the liberal professors and their allies hold in contempt? Start with the U. S. Constitution.  Last week, fawning, gadfly movie star Gwyneth Paltrow, at yet another Hollywood Democrat fundraiser, introduced President Barack Obama with the words,  “It would be wonderful if we were able to give this man all of the power that he needs to pass the things that he needs to pass.”

Yeah Gwyneth, let’s just forget the Constitution!

Liberals also loathe the Bill of Rights: First Amendment free speech (unless one agrees with leftist dogma), the 2nd Amendment, and the pesky 9th and 10th Amendments that reserve undesignated rights to the people and the states rather than to the federal government.

Liberals hate the achievements of Western Civilization. They hate Christianity, American exceptionalism, the free enterprise system, personal responsibility, patriotism, and love of country.

Witness the academic movers and shakers who influenced the College Board APUSH framework….. APUSH critic Stanley Kurtz profiled key APUSH contributors in his National Review online article, August 25, 2014.

Thomas Bender(right, New York University) … Bender is a thoroughgoing critic of American Exceptionalism … he is the leading spokesman for the movement to internationalize U. S. history curriculum at every educational level …

Francesca Lopez Civeira (University of Havana) … American power is an object of fear … urges American students be exposed to evidence of the controversial power and presence of the United States beyond our borders…

Suzanne Sinke (Florida State University) … Downplayed the desire of immigrants to find a better life in America … referred to immigrants as migrants …

Penny Von Eschen (University of Michigan) … Relentlessly critical of America’s “cultural imperialism”, and its economic and military presence in the world …

The profiles of this group of hard-core liberal college professors, along with others involved in creating the original framework, provide ample evidence that the College Board is complicit in providing leftist academia with a platform at the high school level to extend its contempt for America.

Further, the College Board has demonstrated that it has no interest in “allowing” locally elected and state school boards to challenge its nationalized curriculum….

The conservative-majority Jefferson County, Colorado school board, concerned about the indoctrination of students taking the APUSH course, created a proposal that would:

  1. Force the College Board to include “instructional materials that present positive aspects of the nation and its heritage.”
  2. Create a committee to regularly review texts and course plans, starting with APUSH, to make sure materials “promote citizenship, patriotism, essentials and benefits of the free-market system, respect for authority and respect for individual rights”, instead of “encouraging or condoning civil disorder, social strike or disregard of the law.”

Citizenship, patriotism, free enterprise?   The College Board indoctrination machine would have none of this. In a terse, “my-way-or-the-highway” response, the CB admonished the JeffCo board, warning that schools and districts must do as they’re told. If they dare to disagree with any “essential concepts” of an AP course (for example, if they insist on teaching America the Exceptional rather than America the Evil), the College Board will strip its “AP” designation from the course.

So much for highly-touted “local control”! Going forward, NO ONE who supports APUSH can honestly claim to be for local control of state and school district curricula.

So where does this leave us?

 The College Board can no longer pretend that it cares about mainstream America’s best interests. Rather, it has become a complicit supporter of America-hating leftist academia, bent on turning America’s public schools into indoctrination centers that major in oppression, imperialism, exploitation, victimization, and racism.

Columnist Walter Williams proposes a solution:

“Parents should become more involved with their children’s education. They should look at the textbooks used and examine their children’s homework.

“Parents should show up en mass at PTA and board of education meetings to ensure that teachers confine their lessons to reading, writing and arithmetic and leave indoctrination to parents.

“The most promising tool in the fight against teacher indoctrination and classroom misconduct is the micro-technology that enables students to secretly record and expose academic misconduct by teachers.”

And the aforementioned David Limbaugh adds:

“We are looking at the next generation, …. who will be leading this nation into the future.

“It is time that responsible parents got off their clueless, apathetic duffs and started doing a better job of educating their kids and inoculating them against the infernal indoctrination that academia and our culture are serving to them in mentally lethal doses.”

In Texas, I believe legislation is required to force school districts to certify TEKS compliance. Our public schools graduate some 300,000 kids into Texas society each year, year after year.

If the College Board and its allies in academia are allowed a platform to teach their radical contempt for America’s greatness, the CB agenda will succeed, and Texas will forever change.

 

Respectfully,

Tincy Miller

gtince@aol.com

www.tincymiller.com

Why Students Need Strong Standards (And Not Common Core)

 

Dear Friends,

A very important and informative article on why students need strong standards (and not Common Core), written by Ze’ev Wurman, a visiting scholar at the Hoover Institution. Between 2007 and 2009 he served as a senior policy adviser with the Office of Planning, Evaluation, and Policy Development at the U.S. Department of Education. Wurman served as a commissioner on the California Academic Content Standards Commission that in 2010 evaluated the Common Core’s suitability for California adoption.

 

                NEW WHITE PAPER:

“why students need strong standards [and not common core]”

 

The new American Principles Project white paper entitled “Why Students Need Strong Standards (and not Common Core)” dispels the myth that the Common Core math standards are better standards and shows that the new standards actually slow down American students’ math progression. 

 

excerpts from this short and easy-to –understand report:

from page 4:

In other words, the rallying cry for the establishment of a common core of content standards in 2008 explicitly acknowledged that for the U.S. to be benchmarked against top-performing countries, we should teach algebra in the 8th grade. Yet ironically, when the Common Core standards were published a little more than a year later, in the early summer of 2010, they firmly placed the first algebra course in … high school!

 

from page 10:

…preparation of all K-7 students to take an Algebra 1 class in grade 8 benefits the minority and disadvantaged students the most. The explanation seems pretty obvious. When grade 8 Algebra is considered an accelerated course, students that get the required acceleration—tutoring, home support—come mostly from advantaged households.  Only when everyone is prepared in grades K to 7 to reach algebra in grade 8 do the disadvantaged students get their chance to shine. The second lesson is no less important: …..early Algebra-taking translates directly into increased successful taking of advanced mathematics in high school—not only Geometry and Algebra 2 but even Advanced Placement Calculus AB and BC courses.

 

from page 12:

But the true travesty of the Common Core is its failure to deliver on its promise of a genuine Algebra course in grade 8, and the devastating impact that failure is bound to have on the achievement of minorities and disadvantaged students. Although politicians and administrators in many states promise to allow “acceleration” and to retain the 8th grade Algebra courses they currently have, these are empty promises. Few, if any, schools will offer acceleration beyond the Common Core in the early grades, because the national Common Core tests will assess only the grade-level Common Core content at each grade in grades 3-8.

 

from page 13:

The result? Most grade 8 Algebra 1 classes in poor schools will soon close, when the pipeline of prepared students coming out of K-7 dries up, and STEM-bound students will come almost exclusively from advantaged backgrounds, whether in private or public schools. This will be the legacy of Common Core.

 

from page 13:

But the cruelest irony of the Common Core mathematics is in the huge negative impact it is bound to have on the achievement of minority and disadvantaged students. Those are precisely the students who need rigorous expectations from early elementary grades within their regular curriculum, as they are less likely to get family or paid extra-curricular support.

 

Massive and robust data from the California experiment over the last 15 years clearly demonstrates this fact. Yet despite its soaring rhetoric of college-readiness for all, the Common Core has abandoned precisely these students.

 

To read the entire article please go to:

http://americanprinciplesproject.org/app-education/new-white-paper-why-students-need-strong-standards-and-not-common-core/

 

Respectfully,

Tincy Miller

gtince@aol.com

www.tincymiller.com