Archive | history textbook topics

NJ School Blames Christians for Islamic Violence

Battle of Tours

Battle of Tours


By Bill Korach

According to Fox News, Barbara Light of Westwood, NJ was working with her daughter on homework when she read this in a history textbook:


“The Christians’ harsh treatment of Muslims in the Holy Land led to bitterness that has lasted to the present,” one worksheet stated.

Another worksheet asks students to identify “one negative effect of the Crusades that has continued to the present.” The answer written on the worksheet – “the Christians harsh treatment of Muslims continues in the present day.”


Evidently the school’s reference to the Crusades neglected to mention that the Crusades were the result of violent Muslim conquest of the Christian Middle East starting around 600 AD. The school neglected to mention that the entire region we know today as the Islamic Middle East and Turkey were once Christian. The school neglected to mention that the assault and conquest of those Christian regions was entirely by the sword and unprovoked.


The Islamic conquest of Christian nations went all the way to Spain. The Muslims would have taken all of Europe but they finally defeated by Charles Martel in 732 at the Battle of Tours, France.


The second part of the worksheet in the Westwood School stating, “the Christians harsh treatment of Muslims continues in the present day” is an utter fiction. Where today are Christians treating Muslims harshly? In fact it is ancient Christian communities in Iraq, Pakistan, Iran, Syria, and even Africa that are being driven out by Muslims, when they are not being murdered by various Islamic.


The idea that Christians have caused all of todays Islamic violence is a fiction written into American textbooks by Muslim propagandists. A full report on Islamic indoctrination of K-12 students and tainted textbooks is available from Citizens for National Security at no charge. Parents should arm themselves from this kind of dangerous Muslim propaganda.


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The Left’s Hijacking of English: Liberal and Conservative

The Left Says that Conservatives are like Nazis

The Left Says that Conservatives are like Nazis


By Bill Korach


The Left has severely distorted both the meaning of “liberal” and “conservative” in ways that benefit their political agenda. The new definitions that the left has created are applied across the board on campus, in K-12 and across the media. The noun and the adjective “liberal” traditional has meant the idea that one is open to new ideas or the expression of those idea. A liberal education, for example, is an education that broadens a person and expands their level of learning. The more usage of “liberal” as defined by the left, is quite the reverse of the original intention. Today, to be a liberal or an extreme liberal on a college campus, means that one supports speech codes and censorship. If you are a non-tenured instructor or professor, you better tow the liberal line or you are out: O-U-T! That is a most illiberal form of being liberal.


Speech codes, safe spaces, and micro-aggressions as practiced by Yale, Dartmouth, The University of California among many other colleges are a form of severe censorship. Censorship is hardly liberal. Peter Thiel’s book: “The Diversity Myth” blasts the notion that college liberals are in fact liberal:


“On the very first page of their book, Sacks and Thiel commented on the double entendre implicit in the Stanford protesters’ chant of “Western Culture’s got to go.”  It was not just the required Western Culture course that was being denounced, ostensibly because most of the books studied had been written by “dead white males,” a group that was by definition considered illegitimate. Rather, it was the Western tradition as a whole.”


So liberals at one of America’s great institutions of learning, do not tolerate the teaching of Western Civilization any long. Another illiberal form of censorship. In fact, the word liberal has had such negative baggage for the Left that they are now calling themselves “progressive.”


In the meantime, the Left has totally tried to distort the meaning of “Conservative.” The left has gone to great lengths to conflate conservatism with Fascism or Nazism. Mark Tushnet, a Harvard Law professor, says that we should treat conservative Christians like Nazis.


Tushnet explains his unwillingness to respect the rights of the “losers”: “Trying to be nice to the losers (Christians who lost the culture wars) didn’t work well after the Civil War, nor after Brown. (And taking a hard line seemed to work reasonably well in Germany and Japan after 1945.)”


In todays headline, leftwing blog “Politicus usa” says: “Republicans Embrace Hitler’s Nazi Tactics to Target Muslims.” So conservative Republicans are being compared to Nazis because they want to enforce boarder security. Boarders are inherent in national sovereignty. That is a conservative and time proven. It is not Nazism.


But facts say that Nazism was far from a conservative philosophy. Nazi is the acronym for Nationalsozialistische Deutsche Arbeiterpartei. That’s German for National SOCIALIST Worker’s Party. So can a socialist party be considered in any way conservative. No hardly. The Nazis ran Germany like true socialists. They has a secret police; they had total control over industry; they considered Christianity weak. The Nazis took steps to take over the churches and indoctrinate their flocks. They formed the Hitler Youth and forced children to inform upon their parents. They were hardly conservative. In fact, they were violent socialists who differed from Stalin’s Communists in name only.


Words do have meaning, but conservatives need to be more diligent in calling out the left on their distortions and lies.





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History is Becoming History in Public Schools

The more you know about the past, the better prepared you are for the future

The more you know about the past, the better prepared you are for the future

(Editor: More and more public schools are merging history with English language arts. As a result, history is taking a back seat to English language arts. Fewer and fewer students are learning about America’s heritage and how American government functions. What they do learn is often that American is a problem in the world and not an exceptional country. The words of Theodore Roosevelt are worth noting: “The more you know about the past, the better prepared you are for the future).”


by Dr. Gorman Lee External Resource, Houston, Texas

Many school districts have begun to merge social studies and English language arts departments into a Humanities department, where the social studies [including history] curriculum takes a secondary role to support the English language arts curriculum.


The Massachusetts Board of Elementary and Secondary Education’s decision to indefinitely suspend the History and Social Science MCAS in 2009 has placed social studies education in a high risk of marginalization in K-12 public school districts across the Commonwealth. The problem has only exacerbated with increased emphases of English language arts and mathematics in the Common Core State Standards that was adopted in 2010. Therefore it comes to no surprise that once school districts have started to face budgetary constraints, social studies is now among the subject areas first on the chopping block…and it’s already happening.

There have been recent concerning reports of K-12 school districts reducing social studies departments in order to secure support to “high stakes” subject areas, despite the promised commitments to uphold civic ideals and to prepare students to become active and productive adult citizens as described in their mission statements. Many school districts have begun to merge social studies and English language arts departments into a Humanities department, where the social studies [including History] curriculum takes a secondary role to support the English language arts curriculum. In some schools, teachers whose primary subject area is other than social studies have been assigned to teach one social studies class; it now appears that “highly qualified” is no longer applicable when it comes to social studies. In some elementary schools, social studies [includes History] instruction has been reduced to no more than twenty minutes per week so that classes can spend more time for instructions in literature, mathematics, and science.


If we continue to allow social studies education become marginalized in our K-12 schools, our students will continue to graduate from high school with limited knowledge and understanding of their nation’s heritage, government, economy, and role in international affairs. The deterioration of a rigorous social studies curriculum will limit our students’ appreciation of community and national identity. The absence of a comprehensive K-12 social studies education will deny our students crucial learning opportunities to learn and apply higher-order critical thinking skills to address and find solutions to real world problems and issues.

Social studies educators must unite and let our elected representatives know that social studies education is facing a serious civic crisis. As President of the Massachusetts Council for the Social Studies, I am recommending that we coordinate a statewide Advocacy Day, where K-12 social studies educators schedule a meeting with their respective elected representatives at their local offices or at the Massachusetts State House in Boston.


If you are doing a special project with your students, I strongly encourage you to invite members of your school committee and your elected local representatives to your classroom and showcase what your students are learning in their social studies classes. It is our civic responsibility to express our collective concerns to our legislators and enlighten them on the importance and necessity to support and promote a strong K-12 social studies education in our public, charter, and private schools across the Commonwealth.

Please forward this letter to your colleagues and staff.


We need your help!


Gorman Lee, Ed.D.

Mass Council for the Social Studies President



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Oxford to Students Radicals: “Education is not Indoctrination.”

Cecil Rhodes Empire Builder

Cecil Rhodes Empire Builder


(Editor: Lord Patten, Chancellor of 900 year old Oxford University, defended the statue and the heritage of Cecil Rhodes against calls by student radicals to tear it down. Cecil Rhodes, founder of the Rhodes Scholarship, builder of the Kimberley Diamond Mines, and East African British Colonial Empire builder is of a type that is no longer fashionable in the halls of academe. Like their counterparts in America, student radicals want to rewrite history more to their liking. Unlike university administrators in America, Lord Patten, former Governor of Hong Kong, has a spine. He said: “institutions where freedom of argument and debate should be unchallenged principles”.

He warned: “One thing we should never tolerate is intolerance. We do not want to turn our university into a drab, bland, suburb of the soul where the diet is intellectual porridge.”


Adding: “Education is not indoctrination. Our history is not a blank page on which we can write our own version of what it should have been according to our contemporary views and prejudices.”

We wonder where such leadership exists within America’s halls of Ivy).

London Daily Telegraph


Lord Patten defends Oxford’s historical relationship with Cecil Rhodes saying that many of its scholars depended on activities now seen to be ‘unacceptable.’


Oxford University cannot rewrite history to pander to “contemporary views and prejudices”, its chancellor has warned.

Lord Patten, the former Conservative chairman, defended Oxford’s historical relationship with Cecil Rhodes saying that many of the university’s scholars depended on activities that would be “unacceptable” in the modern world.

Oxford has faced a growing campaign, led by a South African student, to remove a statue of Cecil Rhodes from Oriel College as part of a drive to distance the university and its curriculum from Britain’s colonial past.


The college has agreed to review the Rhodes statue leading to a wave of international criticism amid wider fears that universities are being undermined by political correctness.

In their first public comments on the furore both Lord Patten and the new vice-chancellor of Oxford University said that free speech was important but that history could not be rewritten.

Speaking as Professor Louise Richardson was installed as the 272nd vice-chancellor in Oxford’s history – the first woman to take the helm at the world’s second-oldest university – Lord Patten of Barnes said universities were “institutions where freedom of argument and debate should be unchallenged principles”.

He warned: “One thing we should never tolerate is intolerance. We do not want to turn our university into a drab, bland, suburb of the soul where the diet is intellectual porridge.”


Adding: “Education is not indoctrination. Our history is not a blank page on which we can write our own version of what it should have been according to our contemporary views and prejudices.

“Because we value tolerance, we have to listen to people who shout – at a university, mark you – about speech crimes and ‘no platforming’. We have to listen to those who presume that they can re-write history within the confines of their own notion of what is politically, culturally and morally correct.”

Lord Patten, the former Governor of Hong Kong and chairman of the BBC Trust, pointed out that many Oxford scholars depended upon funding from activities that would be “unacceptable” in the modern world.

Many of the university’s “great buildings” were constructed using the “proceeds of activities that would be rightly condemned today”, he added.

Professor Richardson backed the view that university students should be exposed to uncomfortable views, and criticised attempts by student campaigners to censor free speech.

In her address she said: “How do we ensure that they appreciate the value of engaging with ideas they find objectionable, trying through reason to change another’s mind, while always being open to changing their own? How do we ensure that our students understand the true nature of freedom of inquiry and expression?”


Professor Richardson, the former vice-chancellor at St Andrews University, said universities should be places where students are encouraged to think “critically” in light of a push from students to create “safe spaces” at institutions.

She said: “If we can provide leaders for tomorrow who have been educated to think critically, to act ethically and always to question, these are the people who will prevent the next financial crisis; who will help us grapple with the fundamental questions prompted by the accelerating pace of technological change, as we confront profound ethical choices about the prolongation and even replication of life.”


Last month The Telegraph highlighted how many American universities are being ruled by political correctness. It was revealed that students at Harvard had asked for rape law to be dropped from lectures in case any students had been victims of sexual assault.

The issue of political correctness has since spread to the UK with a number of people, including Germaine Greer, and and objects such as pop songs and sombreros banned from campuses.


The issue of freedom of speech being curtailed has been raised by scholars and activists. Last month, leading British professors wrote to the the Daily Telegraph to condemned campus censorship of anything that causes the least offence.
The letter said a whole generation of students is being denied the “intellectual challenge of debating conflicting views” because self-censorship is turning campuses into over-sanitised “safe spaces”.

Their intervention emerged as Oriel College considered removing a historic statue of Cecil Rhodes, one of its alumni and benefactors, because he is regarded as the founding father of colonial South Africa.

A senior source at Historic England, which will be consulted if the college decides to remove the statue, has suggested its removal would be nearly impossible because of the intricate relationship with the architecture and history of the listed building where it sits.


Professor Richardson, the first woman to hold the post of Vice-Chancellor at Oxford, spoke as she was admitted to office at a ceremony in the Sheldonian Theatre, in front of Congregation, the University’s parliament.

The Chancellor of Oxford University has said that “ill-considered actions” in the name of social mobility “may cast doubt on the ability of some who study” at elite universities “to gain a place… on their own merits”.

He said: “We know we have a role to play in enhancing social inclusion in Britain.

“We know that we have to be even more resourceful and generous in promoting diversity in social background, gender, race and ethnicity.

“But we should not be harried into ill-considered actions that threaten the quality of what and how we teach; actions moreover which may cast doubt on the ability of some who study here to gain a place at this university on their own merits.”







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Common Core Publisher Makes Money When Kids Fail



(Editor: Pearson, the notorious Common Core textbook publisher and Common Core testing developer is forcing students to re-take tests for profit. According to Alan Singer of Hofstra University Pearson’s profits are all from student exam fees, which means Pearson makes its money when students fail. According to UUP Vice President for Academics Jamie Dangler “This means Pearson has little incentive to fix flawed exams, since they profit when students take and retake them. With four new teacher certification exams in New York State administered by Pearson, students can spend up to $1,000 or more to take and retake tests.” Pearson, their flawed biased textbook, unethical sales practices and damaging testing processes should be barred as a supplier to public schools).


By Alan Singer Hofstra University


New York State, in partnership with Pearson Education, is making it increasingly harder and more expensive to become a teacher without evidence that their demands and tests will improve education in the state. Last April Governor Cuomo smuggled a requirement into the state budget without discussion or input from professional educators arbitrarily mandating that students admitted to Schools of Education have a minimum 3.0 undergraduate grade point average and take a nationally normed test. No one demonstrated that a 3.1 GPA makes you a better teacher than someone with a 2.9 GPA or how the tests align with performance as a teacher.

In addition, New York State requires that certification candidates complete four other exams either created or administered by Pearson. Three are written exams and one involves a complex portfolio submission. New York State has already been cited twice by a federal court for racial bias in its teacher certification requirements because of the “unlawful disparate impact” of its teacher certification exams.

The portfolio part of the teacher certification requirement is known as the edTPA. edTPA was created at Stanford University by a sub-division called SCALE and is administered and graded by Pearson. Essentially SCALE, Pearson, and New York State decided to replace student teacher evaluations by university field supervisors and cooperating teachers with an electronic portfolio, supposedly to ensure higher standards. The SCALE/Pearson edTPA electronic portfolio includes lesson planning, a discussion of student teaching placement sites, videos of candidates interacting with K-12 students, their personal assessment of the lesson, and documentation of student learning. While each piece by itself makes sense, the package, which focuses on just three lessons and can be sixty pages long, takes so much time to complete that it detracts from the ability of student teachers to learn what they are supposed to learn, which is how to be effective beginning teachers who connect with students and help students achieve.


New York State United University Professions, the union that represents faculty at the State University of New York, has been trying to understand the reasoning behind these exams. They submitted a Freedom of Information Law request to the State Education Department so they could evaluate the state’s teaching certification exam contract with Pearson. The original response from the state was a useless document, heavily redacted. It was nearly 75% blacked-out including 25 entire pages. UUP appealed and finally received a copy of the Pearson contract with most of the information visible.

Now we know what New York State and Pearson were trying to hide.

New York does not pay Pearson to develop and administer the teacher certification exams. Pearson’s profits are all from student exam fees, which means Pearson makes its money when students fail. According to UUP Vice President for Academics Jamie Dangler “This means Pearson has little incentive to fix flawed exams, since they profit when students take and retake them. With four new teacher certification exams in New York State administered by Pearson, students can spend up to $1,000 or more to take and retake tests.”

UUP wants to stop Pearson and other for-profit testing companies from making money off of students by charging and recharging to take mandatory exams. Instead, the State Education Department should pay companies to develop tests and collect the administration fees from students.

Judge Kimba Wood of the Federal District Court in Manhattan through out earlier New York State teacher certification exams developed by a Pearson subsidy as “racially discriminatory.” I do not know the legal grounds she can use, but teachers and students need her to act again. Pearson! Pearson! Pearson! Pearson! Why does anybody have anything to do with this company?

I thank Diane Ravitch for bring this to my attention. Anyone ambitious enough can read the actual New York State Pearson contract. I am sending this post to Pearson officials. Let’s see if they respond.





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Support Florida SB 1018-Stop Rotten Textbooks


By Bill Korach

In 2014, Gov. Scott signed SB 864 into law. It was an excellent bill that took power away from Tallahassee educrats and placed it in the hands of local parents and citizens. It was supposed to:

  • Assign each school board the constitutional responsibility to select and provide adequate instructional materials.
  • Require each district to create a transparent review policy/process allowing parents to review instructional materials and raise objections if the material was not accurate or was objectionable.
  • Allow School districts to implement their own selection and purchase programs as an alternative to buying from the State approved lists.

Florida State Rep. Marlene O’Toole watered down the bill so local school boards could operate in secret. She continues to fight SB 1018 because she apparently favors the textbook companies. It is NO secret that there are many textbooks that are dishonest about American History, pornographic and have a pro-Islam, anti Christian bias. Keith Flaugh of Florida Citizens Alliance has provide some examples of rotten textbooks that are currently in the classroom:

At Gulf Coast High School in AP English, the syllabus requires the kids to read:

Angela’s Ashes, which includes alcoholism, marital infidelity, abandonment, promiscuity, and masturbation.

They are required to read the article “Shitty First Drafts”.

They read “Bullet in the Brain”, a story about a man’s last thoughts as a bullet enters his brain.

They also read “Body Rituals among the Nacirema” (Indians) which discusses sadism, masochism, defecating in front of others, obsessing about breast size, and customs concerning intercourse.

Here is an example of 6th grade summer school reading from Collier County. Warning: it contains foul language and pornography:

Beautiful Bastard, Author: Christina Lauren
“He leaned close enough to bite my shoulder, whispering, ‘You fucking tease.” Unable to get close enough, I quickened my pace on his zipper, shoving his pants and his boxers to the floor. I gave his cock a hard squeeze, feeling him pulse against my palm. He forced my skirt up my thighs and pushed me back on the conference table. Before I could utter a single word, he took hold of my ankles, grabbed his cock, and took a step forward, thrusting deep inside me. I couldn’t even be horrified by the loud moan I let out – he felt better than anything. ‘What’s that?’ he hissed through his clenched teeth, his hips slapping against my thighs, driving him deep inside. ‘Never been fucked like this before, have you? You wouldn’t be such a tease if you were being properly fucked.


Out of Many: Authors: Faragher, Buhle, Czitrom, Armitage   Publisher: Pearson Lee County

The book has 4 authors so we don’t know who wrote any of it. One author, Buhle, has a background showing extreme left bias. She authored “Women and American Socialism,” “Feminism and its Discontents, “ “A Century of Struggle with Psychoanalysis” and is the co-editor of the “Encyclopedia of the American Left.” Armitage also has that bias. They all seem to focus on the negative aspects of American history, class struggles, oppression and prejudice, rather than the hope, opportunity and justice of America.

This is confirmed by the review of this book in the College Board Web Site itself, which says, ‘Teachers considering the purchase of Out of Many should be aware that the book has become part of the textbook culture wars. Traditionalists who want democracy and free enterprise presented more favorably are bothered by what they see at left-leaning texts that pay too much attention to the dark side of American history. These individuals put Out of Many in this category.”

SB 1018, co sponsored by Sen. Gaetz will plug the loopholes and ensure that school district give parents the opportunity to vet textbooks before they are placed in front of out kids.



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The Real Thanksgiving Story



(Editor: www.thereportcard Nathaniel Morton recorded the account of William Bradford of the journey of the Pilgrims, our courageous founders. Although they are much maligned on campus, and in the mainstream media, they gave true meaning and texture to what became the First Amendment. One cannot read these words and fail to understand what makes us exceptional and the hope of the world.  The Wall Street Journal has printed this chronicle and editorial since 1961, and everyone, particularly young Americans should learn it by heart).


The Desolate Wilderness


Here beginneth the chronicle of those memorable circumstances of the year 1620, as recorded by Nathaniel Morton, keeper of the records of Plymouth Colony, based on the account of William Bradford, sometime governor thereof:

So they left that goodly and pleasant city of Leyden, which had been their resting-place for above eleven years, but they knew that they were pilgrims and strangers here below, and looked not much on these things, but lifted up their eyes to Heaven, their dearest country, where God hath prepared for them a city (Heb. XI, 16), and therein quieted their spirits.

When they came to Delfs-Haven they found the ship and all things ready, and such of their friends as could not come with them followed after them, and sundry came from Amsterdam to see them shipt, and to take their leaves of them. One night was spent with little sleep with the most, but with friendly entertainment and Christian discourse, and other real expressions of true Christian love.

The next day they went on board, and their friends with them, where truly doleful was the sight of that sad and mournful parting, to hear what sighs and sobs and prayers did sound amongst them; what tears did gush from every eye, and pithy speeches pierced each other’s heart, that sundry of the Dutch strangers that stood on the Key as spectators could not refrain from tears. But the tide (which stays for no man) calling them away, that were thus loath to depart, their Reverend Pastor, falling down on his knees, and they all with him, with watery cheeks commended them with the most fervent prayers unto the Lord and His blessing; and then with mutual embraces and many tears they took their leaves one of another, which proved to be the last leave to many of them.


Being now passed the vast ocean, and a sea of troubles before them in expectations, they had now no friends to welcome them, no inns to entertain or refresh them, no houses, or much less towns, to repair unto to seek for succour; and for the season it was winter, and they that know the winters of the country know them to be sharp and violent, subject to cruel and fierce storms, dangerous to travel to known places, much more to search unknown coasts.

Besides, what could they see but a hideous and desolate wilderness, full of wilde beasts and wilde men? and what multitudes of them there were, they then knew not: for which way soever they turned their eyes (save upward to Heaven) they could have but little solace or content in respect of any outward object; for summer being ended, all things stand in appearance with a weatherbeaten face, and the whole country, full of woods and thickets, represented a wild and savage hew.

If they looked behind them, there was a mighty ocean which they had passed, and was now as a main bar or gulph to separate them from all the civil parts of the world.


And The Fair Land


Any one whose labors take him into the far reaches of the country, as ours lately have done, is bound to mark how the years have made the land grow fruitful.

This is indeed a big country, a rich country, in a way no array of figures can measure and so in a way past belief of those who have not seen it. Even those who journey through its Northeastern complex, into the Southern lands, across the central plains and to its Western slopes can only glimpse a measure of the bounty of America.

And a traveler cannot but be struck on his journey by the thought that this country, one day, can be even greater. America, though many know it not, is one of the great underdeveloped countries of the world; what it reaches for exceeds by far what it has grasped.

So the visitor returns thankful for much of what he has seen, and, in spite of everything, an optimist about what his country might be. Yet the visitor, if he is to make an honest report, must also note the air of unease that hangs everywhere.

For the traveler, as travelers have been always, is as much questioned as questioning. And for all the abundance he sees, he finds the questions put to him ask where men may repair for succor from the troubles that beset them.

His countrymen cannot forget the savage face of war. Too often they have been asked to fight in strange and distant places, for no clear purpose they could see and for no accomplishment they can measure. Their spirits are not quieted by the thought that the good and pleasant bounty that surrounds them can be destroyed in an instant by a single bomb. Yet they find no escape, for their survival and comfort now depend on unpredictable strangers in far-off corners of the globe.

How can they turn from melancholy when at home they see young arrayed against old, black against white, neighbor against neighbor, so that they stand in peril of social discord. Or not despair when they see that the cities and countryside are in need of repair, yet find themselves threatened by scarcities of the resources that sustain their way of life. Or when, in the face of these challenges, they turn for leadership to men in high places—only to find those men as frail as any others.


So sometimes the traveler is asked whence will come their succor. What is to preserve their abundance, or even their civility? How can they pass on to their children a nation as strong and free as the one they inherited from their forefathers? How is their country to endure these cruel storms that beset it from without and from within?

Of course the stranger cannot quiet their spirits. For it is true that everywhere men turn their eyes today much of the world has a truly wild and savage hue. No man, if he be truthful, can say that the specter of war is banished. Nor can he say that when men or communities are put upon their own resources they are sure of solace; nor be sure that men of diverse kinds and diverse views can live peaceably together in a time of troubles.

But we can all remind ourselves that the richness of this country was not born in the resources of the earth, though they be plentiful, but in the men that took its measure. For that reminder is everywhere—in the cities, towns, farms, roads, factories, homes, hospitals, schools that spread everywhere over that wilderness.

We can remind ourselves that for all our social discord we yet remain the longest enduring society of free men governing themselves without benefit of kings or dictators. Being so, we are the marvel and the mystery of the world, for that enduring liberty is no less a blessing than the abundance of the earth.

And we might remind ourselves also, that if those men setting out from Delftshaven had been daunted by the troubles they saw around them, then we could not this autumn be thankful for a fair land.

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U of M Students: “Ban Jefferson Statue, He’s Racist”



(Editor: students at the University of Missouri in the latest politically correct outrage  have called on administrators to remove a statue of founding father Thomas Jefferson, suggesting in a petition and during a recent protest that the campus sculpture is offensive, oppressive, and celebrates a “racist rapist.” Jefferson, author of the Declaration of Independence, and third president of the United States, is considered one of the most brilliant of American statesman. He was a slaveholder, but considered slavery an evil and was conflicted on how to end it. However, the moral purists that seem to dominate campuses these days, cannot bear to look upon any flaws in American historical leader. Thus today Columbus Day, Christopher Columbus is the target of campus derision for polluting the purity of native American’s lifestyle. Jefferson was an advocate for liberty in an age when slavery was a universal condition in the world. If we continue to purge history of any American who had human flaws, there will be few people to discuss).



The College Fix

Removing statue ‘will help cure the emotional and psychological strain of history.’

Some students at the University of Missouri have called on administrators to remove a statue of founding father Thomas Jefferson, suggesting in a petition and during a recent protest that the campus sculpture is offensive, oppressive, and celebrates a “racist rapist.”

“Thomas Jefferson’s statue sends a clear nonverbal message that his values and beliefs are supported by the University of Missouri. Jefferson’s statue perpetuates a sexist-racist atmosphere that continues to reside on campus,” states the petition. “…Removing Jefferson’s statue alone will not eliminate the racial problems we face in America today, but it will help cure the emotional and psychological strain of history.”

The petition was launched two months ago by student Maxwell Little, who told the Missourian he and his peers were inspired in part by the success of the removal of the Jefferson Davis statue from the University of Texas.

To drum up support for their effort, the students last week held a protest of

sorts under the hashtag #postyourstateofmind that targeted the statue, and “throughout the day, students covered the Jefferson statue … with sticky notes displaying messages such as, ‘racist,’ ‘rapist,’ ‘slave owner’ and ‘misogynist,’” the Missourian reports.


The petition lists a parade of grievances against Jefferson, including that he “urged freedom for all and TALKED about the abolition of slavery, but never practiced democracy a day in his life,” that he “believed that both black and white individuals, equally free, could not live under the same government,” and that he “raped 16 year old Sally Hemings, a young innocent house slave.”

As of Sunday night, the petition had 70 signatures, but not all students support the statue’s removal. “Multiple people tried to remove the sticky notes from the statue,” the Missourian noted.

And in a statement to The College Fix, the president of Mizzou’s Young Americans for Liberty chapter, Ian Paris, said he and his group feel the call to remove the statue represents “misplaced anger.”

“To begin, we find it fallacious to require that all historical figures to be judged by contemporary standards,” Paris, a political science major, said in an email to The Fix. “By this we mean that the fact that Thomas Jefferson owned slaves does not discredit him as an advocate for liberty in early America.”

RELATED: Southern author: Banishing Confederate relics ‘a danger to the preservation and study of history’

Paris also noted Jefferson’s original draft of the Declaration of Independence equated slavery to a “cruel war against human nature.”

“While this may not excuse him from his actions, we feel it is important to fully understand the depth of Jefferson’s character before students demand we rewrite history in a style that is less upsetting to some,” Paris said.

Paris added the statue simply represents an “attempt to remember the history of our nation in its entirety, rather than at the discretion of the most easily offended.”

“Any attempt to change that would be a disservice, not only to the memory of one of the greatest men in the history of our nation, but to the University of Missouri as well,” he said.

The statue has been on campus since 2001, commissioned and paid for by the MU Jefferson Club, the Maneater campus newspaper reports.


“He was a strong believer in democracy, and he had a wonderful mind,” then-Chancellor Richard Wallace said of Jefferson during the sculpture’s unveiling. “It holds up scholarship and freedom, the things that are critically important to our institution.”

The Jefferson Club is a group of elite donors and alumni to the University of Missouri, according to the group’s website, which notes “as the first public university west of the Mississippi River, MU identifies strongly with President Thomas Jefferson, founder of the nation’s first public university. Thus, the Jefferson Club is named for President Jefferson.”



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“Stealth Jihad” Textbook Resurfaces in Brevard, Fl



(Editor: The notorious Islam-biased “Word History” textbook published by Pearson Prentice Hall has resurfaced in Brevard County Schools. Like vampires of legend, “Word History” refuses to die, except that the textbook is real and not a legend. Described in Citizens for National Security’s study “Islam Biased Textbooks in Florida” the textbook contains 3 paragraphs on Judaism, 4 paragraphs in Christianity, and a full 36-page chapter in Islam. The chapter not only praises Islam, but it is chock full of verses from the Koran, but not a sentence from the Bible. Furthermore, while the book references Mohammed as “God’s messenger” it says that “some believed Jesus to be the Messiah.” The section on Islam is pure indoctrination and should not be allowed in any American school. Anyone wishing a copy of Citizens for National Security’s study on Islam Biased Textbooks in Florida, can visit and download it).



By Todd Starnes


The Prentice World History textbook being used in Brevard Public Schools includes a 36-page chapter on Islam but no chapters on Christianity or Judaism.

According to a copy obtained by Fox News, The ninth grade textbook declares that Muhammad is the “Messenger of God” and instructs students that jihad is a duty that Muslims must follow.

“Jihad may be interpreted as a holy war to defend Islam and the Muslim community, much like the Crusades to defend Christianity,” the book states.

The textbook published large passages from the Koran, but failed to include any Scripture from the Bible. And while the book  makes declarations about Muhammad being God’s messenger, it does not make declarations about Jesus being God’s son.

“Some believed he was the messiah,” the textbook noted in an entry about Jesus. The book noted that He was later executed, but failed to mention His resurrection.

Brevard Public Schools defended the textbook and said it provided a balanced view of world religions.

“An analysis of one textbook cannot provide a balanced understanding as to what the students in Brevard Public Schools are learning throughout their academic careers,” spokeswoman Michelle Irwin said in a statement.


She said the Prentice Hall World History textbook incorporated a review of the origin of Christianity and Judaism – subjects covered indepth in sixth grade classrooms.

She also pointed out the book was among those approved by the state of Florida and that parents as well as community members were given the opportunity to review the textbook before it was adopted.

The book has been used in the classroom for the past three years without any complaints – until now.

Susan Aspey, a spokeswoman for the book’s publisher, told Fox News the textbook is balanced.

“Pearson and its authors adhere to the highest editorial standards when creating course materials, which undergo a rigorous review process,” she said. “A review of the book shows there is balanced attention given to the beliefs of Islam, Judaism and Christianity.

William Saxton, the chairman of Citizens For National Security, testified before the Brevard, Fla. School Board, warning them that the book rewrites Islamic history and presents a biased and incorrect version of the Muslim faith.

“They promote Islam at the expense of Christianity and Judaism,” Saxton told Fox News. “It blew my mind to see the kind of propaganda, the pro-Islam information that’s in this book – at the expense of Christianity and Judaism.”

Saxton said he believes the inclusion is deliberate and he placed the blame an organization that was once called Council on Islamic Education. The group works with education officials and publishers to produce chapters on Islam for American textbooks.

But today, the Council on Islamic Education is known as the Institute on Religious and Civic Values. It’s founder, Shabbir Mansuri, is listed as an academic reviewer on the textbook used in Brevard County.

In 2001 the OC Weekly newspaper in California interviewed Mansuri about comments former Second Lady Lynne Cheney made lamenting the amount of time schools were spending teaching cultures that were not American. Mansuri took her comments as a personal attack.

“For the past 11 years, Mansuri has waged what he calls a ‘bloodless’ revolution: promoting an increased emphasis on world cultures and faiths – including Islam – inside American junior high and high school campuses,” the newspaper reported.

Saxton said he is highly suspicious of Mansuri’s organization and questioned why they changed their name.

“These people are dedicated to getting this language into the textbooks,” he said, noting their new name is “benign and does not sound “threatening or Islamic. “But the same people are running it.”

Saxton said they are hearing from concerned parents across the country – and the complaints have generally been the same: public school textbooks that favor Islam over other world religions.

“It’s a form of stealth jihad,” he said. “(Jihad) is not just blowing up buildings. It’s more subtle. I began to understand that one of the ways the bad guys are trying to threaten our way of life is through our children. The Islamists want to get to the hearts and minds of our kids.”

Saxton’s all-volunteer organization launched a nationwide study in 2009 to root out what they believed to be Islamic bias in American school textbooks. He said they found as many as 80 textbooks that overtly promoted Islam.

Last year, the Citizens For National Security was able to get a similar book removed from the classroom in Palm Beach County.

“In short, you are using an Islam-biased, flawed textbook that has neither partially nor fully been corrected,” he told Brevard County school leaders.

A spokesman for IRCV told Fox News they would agree to an interview but never returned repeated calls.

In 2009 Mansuri found himself facing similar accusations of promoting and glorifying Islam – accusations he strongly denied in an Orange County Register interview.

“IRCV is recognized within the education community for our expertise in teaching about world religions,” he told the newspaper. “This expertise stands from our long-standing interest in religious liberty, religious pluralism and the practice of faith within a civic social framework.”

He blamed the criticism on “children of 9-11,” who were miseducated, the newspaper reported.

Saxton said the Prentice Hall textbook is riddled with errors. He especially took issue with their definition of jihad. The book called it a personal duty for Muslims and a way to defend their faith.

“Violent Islamic groups have used jihad for centuries,” he said. “The 9-11 attacks were an example of jihad as terrorism, not self-defense. Declarations of jihad have been made for purposes of violence against Christians, Jews, Americans, British and fellow Muslims hundreds of times.”

The textbook also alleges that “Muslims consider Jews and Christians to be ‘People of the Book.’”

Saxton said in practice, Jews and Christians have been subjected historically to violence and murder by Muslims.

“Christians and Jews are permitted very few of the rights and freedoms that the Muslim majority is allowed,” he said.

The textbook said under Islamic law women are spiritually equal, although they may have different roles and rights.

“This content is confusing at best and intellectually dishonest at worst,” he said. In Egypt and other Arab countries, women may not be employed in the private sector because they belong in the home. Women are stoned to death under Sharia law in Iran for adultery.”

School Board member Amy Kneessy told Fox News she had a chance to read the textbook and she was especially troubled by the section about how Muslims treat women.

“I was really disheartened,” she said. “To see such a blatant misportrayal of how women are treated in Muslim countries, I found disconcerting.”

Kneessy said there seems to be a double-standard and found evidence of bias in a number of passages – especially when it came to religious wars.

“When wars were involving Jewish people or Christians, some very hard adjectives were used – like ‘massacre,’” she said. “Whereas when it was a Muslim group, it was ‘occupy’ or a very innocuous term.”

She said the school has an obligation to be fair and balanced when teaching history.

“War is never clean and tidy,” she said. “Wars are bloody. People die and bad things happen. The facts need to be reported fairly from all perspectives.”

Kneessy said she plans on asking the entire school board to reevaluate the textbook.

“I am concerned it is more ammunition that continues to water down what this country was founded on,” she said. “This country was founded with Christian values. God was very much a part of our government. When you take the religious context out of it, then you take away the very heart of what this country was founded

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New Report: Problems Remain in College Board US History Framework



(Editor: The College Board’s first Advanced Placement US History framework brought well deserved brickbats from scholars and citizens who saw the entire portrayal of the history of the US as an anti-American screed. The outcry was so great, that The College Board was forced to revise it. Peter Wood of the National Association of Scholars reviewed the new version. He says that improvements are real, but the new version still contains serious errors of omission and accuracy. The new APUSH continues to have a watered-down, tepid explanation of American Exceptionalism and the new version continues to emphasize the value of so-called “social justice issues.” APUSH is not trivial, all history book will be written to be in conformity with APUSH, so perhaps an alternative is needed. You know, competition).



By Peter Wood National Association of Scholars


At its July 2012 national conference, the College Board announced with fanfare the roll out a new Advanced Placement U.S. History (APUSH) “course and exam revisions.”  A 52-page PowerPoint directed to AP teachers extolled the achievement and laid out the schedule.  The “curriculum framework” would be available in October 2012; “workshop consultant training” would begin in spring 2013; and the course would be taught for the first time in fall 2014.

The heralding of a new APUSH was not subtle yet outside the circle of Advanced Placement history teachers, it attracted little notice.  This changed in March 2014 when a retired APUSH teacher, along with a lawyer affiliated with a think tank, the American Principles Project, posted a short article, “New Advanced Placement Framework Distorts America’s History.”  The rhetoric was heated:  “A dramatic, unilateral change is taking place in the content of the College Board’s Advanced Placement U.S. history course.”  And the details were sketchy:

The new Framework inculcates a consistently negative view of the nation’s past. For example, the units on colonial America stress the development of a “rigid racial hierarchy” and a “strong belief in British racial and cultural superiority.” The Framework ignores the United States’ founding principles and their influence in inspiring the spread of democracy and galvanizing the movement to abolish slavery.

I read the article skeptically, but as the head of an organization devoted to academic standards, I felt obliged to weigh the allegations against the actual standards.

The old (pre-2014) standards fit nicely onto five pages and left most of the work of devising a course to the AP teacher.  The 2014 “Course and Exam Description,” by contrast, ran 134 pages, including the detailed explanations of how the new examination would work.  I dug in and found to my surprise that the AP teacher and the lawyer had a point.  But it struck me that the situation was more complicated than their warning flare had suggested.


For one thing the 2014 revisions (which for shorthand I will call APUSH 1.0 to distinguish them from the 2015 revisions, APUSH 2.0) conveyed more than “a consistently negative view of the nation’s past.”  That negative view was apparent, but so were two other things.  First, APUSH 1.0 set out an approach to teaching American history that radically downplayed historical content in favor of what its authors called “historical thinking skills.” Second, APUSH 1.0 set out a strong narrative of U.S. history as a story of oppressors and exploiters dominating the oppressed and the exploited.  “Consistently negative” yes; but also tightly organized around teaching a particular interpretation of American history.

My discipline is social anthropology, not history, and while there are parts of APUSH 1.0, such as its treatment of Native Americans, that I could evaluate from an informed scholarly perspective, there were many other parts that I thought should be examined carefully by subject experts.  So I did two things.  I wrote and published a long essay, “The New AP History: A Preliminary Report.”  And I wrote to a fair number of professors of American history asking them to look at APUSH 1.0 for themselves and let me know what they thought.

Here is a condensed account of what happened next.  My “Preliminary Report” and my emails to professors helped to touch off a firestorm of criticism of APUSH 1.0.  The activists, heartened by the show of interest, took their criticisms to a broader audience, which included the Republican National Committee, some local school boards, the Texas State Board of Education, and legislators in several other states.  Stanley Kurtz at the Ethics and Public Policy Center began to publish on National Review Online a series of well-researched articles about the background to the College Board’s decision to release APUSH 1.0.  All of this took place in the late summer and early fall of 2014.  Meanwhile, I began to publish on the NAS website critiques of specific parts of APUSH 1.0 written by the historians I had contacted.

The College Board responded to this firestorm by deriding the critics people who favored jingoistic, flag-waving pseudo-history.  It was a low blow.  We critics were taking history seriously and expected that the College Board, entrusted with maintaining the standards for a high school course taken by nearly 500,000 students each year, would too. The critics had examined the new standards patiently and systematically.  And none of us had called for replacing them with simplistic pieties about the American past. The summit of our criticisms was a public letter to the College Board signed by 122 historians and posted to the National Association of Scholars website, June 2.


The College Board found various academic historians to carry its water.  The critics were attacked from such heights as the op-ed pages of The New York Times and the Los Angeles Times and such hedgerows as the History News Network.  But after months of this, the College Board abruptly shifted tactics.  It announced that the critics had made some good points and that the College Board would pause, gather comment, and revise APUSH 1.0.  The result—APUSH 2.0—was released July 30, 2015.  It incorporates numerous changes, some of them substantial.

The questions of the hour are:  How substantial?  Should the critics stand down?  What next?

The answers are:  Less substantial than they first appear.  The critics should persist.  And what lies ahead are two roads.  One is the continuing effort to persuade the College Board to improve APUSH.  The other is the effort to develop a viable alternative to APUSH outside the purview of the College Board.

Why should the broader public care about APUSH 1.0 or 2.0?

The half million students who take it include many of our best, brightest, and most ambitious young people.  It is supposed to be a “college level” course and typically substitutes for one.  The ranks of the students who take it include many of the nation’s future leaders.  We should want something better for them than a glib and superficial view of the nation’s past seen through the lens of contemporary identity politics and resentments.  APUSH 2.0 delicately erases the most explicit expressions of this bias in APUSH 1.0.  But APUSH 2.0 is still written from within APUSH 1.0’s Weltanschauung.

What happens in APUSH 2.0 doesn’t stay in APUSH 2.0.  The course itself directly influences how other high school history courses are taught.  The APUSH-aligned textbooks are often used in other courses too.  The College Board’s ambitious reconceptualization of AP history is part of a larger effort.  Already it has issued AP European History standards that are cut from the same cloth as APUSH 1.0, and an AP Government course is soon to come.

The United States is negligently backing into national history standards by way of APUSH.  The College Board and its supporters are perfectly aware of what they are doing.  The creator of the Common Core K-12 State Standards, David Coleman, became the president of the College Board in 2012, promising to align the SATs and the AP courses with Common Core.  Common Core gave us a national curriculum of sorts in mathematics and English.  APUSH extends that project to American history.

Finally, APUSH is less and less a course reserved for the talented few.  The College Board and others have been pushing for laxer enrollment standards. Why should the broader public care? APUSH will soon be the only brand of history on the store shelf.


What’s so bad about APUSH 2.0?  Didn’t the College Board make improvements after listening to its critics?

The improvements are real.  APUSH 2.0 includes important individuals (e.g. James Madison) omitted from APUSH 1.0.  It significantly reduces the overexpression of progressive bias (e.g. World War II is no longer presented through the lens of “the internment of Japanese Americans, challenges to civil liberties, debates over race and segregation, and the decision to drop the atomic bomb,” and  President Reagan is no longer characterized as a purveyor of “bellicose rhetoric.”)  And greater attention is given to American inventiveness.

But the problems that remain are deep and systematic.

For example, the term “American exceptionalism,” absent from APUSH 1.0, appears once in APUSH 2.0—though not in a manner that suggests the documents authors understand it very well.  “American exceptionalism” has generally referred to the idea that America was and is a new kind of nation, one founded on the philosophical principles named in the Declaration of Independence but harkening back to Governor Winthrop’s 1630 sermon calling on the colonists of Massachusetts Bay to create a community that would be “a city on a hill” for all mankind.  The “American exceptionalism” of APUSH 2.0 is undefined and undescribed, though in context it seems to mean something like ‘aggressive nationalism.’

The new treatment of “American exceptionalism” thus comes across as, at best, superficial.  It may not be intended to be a brush-off of a key idea.  Having talked with College Board officials, I’m more inclined to see it as genuine incomprehension.  The College Board writers are so attuned to the progressive worldview that they literally cannot make sense of key ideas that are repudiated by that worldview.

In a similar vein, APUSH 2.0 is deaf and blind to the roles that organized religion has played in key episodes of American life, including the Founding.  APUSH 2.0 cannot comprehend the importance of American military history or how the nation’s wars have reshaped the culture.  APUSH 2.0 tends to reduce the history of ideas and ideals to sidelights on power politics and group interests.  I give the College Board credit for reducing the overt emphasis in APUSH 1.0 on identity group politics and for reintroducing in APUSH 2.0 the theme of “national identity,” but the sub-group emphasis is merely less conspicuous.  The story that APUSH 2.0 tells is still essentially white Europeans taking unfair advantage of innocent Native Americans, Africans, and others.


As an anthropologist looking at APUSH 2.0 I’m struck by the treatment of “Native Americans,” who are presented first as “adapted” to their physical environments and then primarily as victims of European “subjugation.”  Various tribes of Native Americans were, of course, themselves masters of subjugation and genocidal wars against one another long before Europeans set foot in the New World.  There is a large blind spot in APUSH 2.0 when it comes to the social dynamics of the identity groups it favors.

Sometimes APUSH 2.0 goes astray in something as small as the choice of an adjective.  The Soviet Union during the Cold War is described as “authoritarian,” as opposed to totalitarian.  Few high school students are likely to notice the difference, but what a difference it makes! Aleksandr Solzhenitsyn apparently wrote in vain.

But more importantly APUSH 2.0 goes astray in its twin emphases on social history and material history.  The principles, concepts, and ideas that helped to create a robust national culture and that have driven American politics from the outset are not banished as they were in APUSH 1.0 but they hang like fuzzy dice from the rearview mirror of APUSH 2.0—ornaments with no functional significance.   APUSH 2.0 presents a disclaimer that it “includes a minimal number of individual names” and leaves it to the teachers to pick their own examples, (p. 22).  One AP teacher has responded by saying the standards thus “neglect the personal choices of individual men” in favor of what she calls the College Board’s “bias in favor of impersonal forces.”

Can APUSH be fixed?  Or should critics look elsewhere? 

APUSH 2.0 could, of course, give rise to APUSH 3.0.  I was on an NPR radio program recently with New York University history professor Maria Montoya who served on the College Board committee that wrote APUSH 2.0.  When the host asked whether further revisions were likely, Professor Montoya said no.  It takes a long time for textbooks and teachers to catch up with one set of changes and introducing new ones in quick succession is a bad idea.

On the other hand, when I’ve talked with David Coleman, he has seemed eager to listen to and take note of specific criticisms of APUSH 2.0. So I am not abandoning the idea that the College Board can be nudged to make further improvements.  But it isn’t clear whether that door is open.

And fixing APUSH requires more than fixing just APUSH.  The standards are densely entangled with the tests, the textbooks aligned to the standards, teacher training, and instructional materials that schools have invested in.  Changing the standards is relatively easy; changing everything else, not so easy.  A new APUSH has been in the works since 2006.  The College Board has had a long time to integrate all the parts.


The complexity of creating an alternative to APUSH, however, has not deterred critics who have come to believe that the underlying problem is that the College Board is, in effect, a monopoly.  Only when critics began to moot the idea of establishing a viable alternative to APUSH did the College Board switch from treating its critics with derision to taking them seriously.  It was a lesson for us critics:  competition works.


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