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Want Your Child in a Top College? The Concord Review!

Will Fitzhugh Publisher The Concord Review

Will Fitzhugh Publisher The Concord Review

In Other Words


Will Fitzhugh

The Concord Review

The classical curriculum always valued having students be able to speak and write well about essential subjects and to know enough to do so convincingly. The secret to doing that, was, they understood, practice.


In modern America, we fully understand the value of practice when it comes to Pop Warner football, Little League baseball, and other athletic efforts for our young people. But when it comes to preparing them to read and understand complete nonfiction books and to write serious term papers, we have largely missed the point.


Our students are not the problem with our levels of academic illiteracy. Our schools and our teachers need to be afforded the time and the expectation to guide our students toward academic competence. The Concord Review, Inc., has the registered trademark: Varsity Academics®. We need to attempt to give academic work by our students at least as much attention and support in their Academics as we now give their efforts in Athletics. Good classical schools are needed to bring this about.


It may seem hard to believe, but the majority of American high school students now graduate, and head off to college—the ones who do—without ever having read one complete nonfiction (e.g. history) book or written one serious history research paper.


Our history teachers seem, for the most part, to be content to have the English department in charge of reading and writing assignments, with the result that fiction is what is read, and the personal is often the subject of the writing.


There are exceptions. Since 1987, The Concord Review has published 103 issues, with eleven essays in each, by secondary students from forty-six states and forty other countries. These serious papers average 6,000 words in length (the average for the most recent issue was 7,500 words), and they are on a very wide variety of historical topics. (We don’t tell high school scholars what to write about.)


Many of these papers were done as independent studies, above and beyond what schools were asking these students to do. The longest we have published was 21,000 words, and that student had gone to her teacher at the Governor’s Academy and told him the paper would probably be about 57 pages, and was that ok? The teacher said yes. So there are teachers out there who do encourage their students to go beyond the 500-word “college essay.”


Our authors have been accepted at some very good colleges. Four have won Rhodes Scholarships. Many have sent reprints of their papers with their college application materials, and they have gone on to Brown (27), University of Chicago (23), Columbia (21), Cornell (16), Dartmouth (22), Harvard (125), Oxford (13), Pennsylvania (23), Princeton (64), Stanford (51), Yale (104), and a number of other fine institutions.


While foundations and private funders have been focused mostly on students who cannot read and write very well, we have received encouragement from Albert Shanker, David McCullough, Theodore Sizer, Arthur Schlesinger, Jr., Eugene Genovese, Stephen Thernstrom, and many other scholars, who value the work of serious young students of history, as we do.


But too many of our students are confined to reading and writing at levels far below what they are capable of managing, and we are sending most of them off to college quite unprepared for college reading lists and term paper assignments.


We need classical schools which will once more take seriously the task of bringing up our students as fine writers of nonfiction research papers and as readers capable of managing long important works of history.




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The Poisoned Fruit of Progressive Education

Dr. Kieran Egan

Dr. Kieran Egan

(Editor: Kieran Egan, in his book “Getting it Wrong from the Beginning: Our Progressive Inheritance from Herbert Spencer, John Dewey, and Jean Piaget,” attacks progressive education as a tool of big, socialist government. Although Spencer, Dewey and Piaget wrote their theories in the early 20th century, their ideas have been enabled and turbocharged through the founding of the US Department of Education and the teacher’s unions in 1978. Egan was born in 1942 in Clonmel Ireland, though he was raised and educated in England. He graduated from the University of London with a Bachelor of Arts degree in 1966. He subsequently worked as a research fellow at the Institute for Comparative Studies in Kingston upon Thames. He then moved to the United States and began a Ph.D in the philosophy of education at the Stanford Graduate School of Education. Egan completed his Ph.D at Cornell University in 1972).


By Dr. Kieran Egan


…So the prevailing curriculum based on Greek, Latin, and history was to be swept away. This took some time, but it has pretty well gone. Spencer despised the classical bent of the education that had shaped most of his middle-class contemporaries. This education provided a mass of irrelevant knowledge: “So terribly in our education does the ornamental over-ride the useful” (1928, p. 14). Advocates of future utility as a determining criterion for the curriculum became increasingly influential in the twentieth century. So social studies generally replaced traditional history, classical learning of any kind largely disappeared in favor of more utilitarian studies, the arts in general gave ground to practical preparations for everyday life, literature received less time than functional literacy activities, science and technology studies became a staple of the curriculum, and so on.


Whether we applaud or bewail or have mixed feelings about these changes, it is useful to pause and place them in a wider context that might help us see them more clearly. For the nineteenth and early twentieth-century arguments are new forms of those Plato had with the teachers of rhetoric when he introduced his new idea of education. The rhetoricians of the fifth and fourth centuries B.C. had devised a curriculum that included whatever was considered most useful in preparing the young for their future life in society. Spencer continued the tradition of Isocrates, the rhetorician who is the implicit target of Plato’s Republic. Spencer’s scientific and utilitarian curriculum was the new form of rhetoric in its ancient quarrel with philosophy. What we see in the triumph of Spencer’s ideas in the state schools of the twentieth century is the significant eclipse of Plato’s idea. The new form of rhetoric, the utilitarian curriculum, appealed to politicians and the administrators of the the great institutions of the modern state because it made the schools very largely into agencies of socialization…




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Lincoln’s Thanksgiving Proclamation


(Editor: President Lincoln authored two Thanksgiving proclamations. They would both be worthy of study in our nation’s schools, but sadly they are often overlooked. Lincoln understood that our liberties come from God and not from an all-powerful government. He further understood that America’s prosperity was achieved because of God’s grace. These proclamations are a wonderful today in a war-weary world as they were during our Civil War).

The first was on March 30, and in it he sought to share with his countrymen his sense of personal humility, calling for a national day of “Humiliation, Fasting and Prayer.”


“We have been the recipients of the choicest bounties of Heaven; we have been preserved, these many years, in peace and prosperity; we have grown in numbers, wealth and power as no nation has ever grown. But we have forgotten God.

“We have forgotten the gracious hand which preserved us in peace, and multiplied and enriched and strengthened us; and we have vainly imagined in the deceitfulness of our hearts that all these blessings were produced by some superior wisdom and virtue of our own.

“Intoxicated with unbroken success, we have become too self-sufficient to feel the necessity of redeeming and preserving grace, too proud to pray to the God that made us.”

In his proclamation establishing the Thanksgiving national holiday, President Lincoln said:

“The year that is drawing toward its close has been filled with the blessings of fruitful fields and healthful skies. To these bounties, which are so constantly enjoyed that we are prone to forget the source from which they come, others have been added which are of so extraordinary a nature, that they cannot fail to penetrate and soften the heart which is habitually insensible to the ever-watchful providence of Almighty God. . . .

“I do therefore invite my fellow citizens in every part of the United States, and also those who are at sea and those who are sojourning in foreign lands, to set apart and observe the last Thursday of November next, as a day of Thanksgiving and Praise to our beneficent Father who dwelleth in the Heavens. And I recommend to them that while offering up the ascriptions justly due to Him for such singular deliverances and blessings, they do also, with humble penitence for our national perverseness and disobedience, commend to His tender care all those who have become widows, orphans, mourners or sufferers in the lamentable civil strife in which we are unavoidably engaged.”


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Dad Blasts School Lesson “American’s Rights Come From Government”

Fairfield North Elementary School

Fairfield North Elementary School


(Editor: According to the US Department of Education, 88% of high school seniors are not proficient in history. There is a price to be paid for ignorance. Fairfield North Elementary School taught second graders that our rights come from Government, whereas The Declaration of Independence states that “We are endowed by our Creator with certain unalienable rights.” An alert father stepped in to hopefully correct the Ohio school’s error. The question is, how many other school children are being falsely instructed)?


EAG News

According to a citizenship lesson for 8-year-olds, rights are given to Americans by their government.

Parent Andrew Washburn posted a picture on Facebook of a handout titled “Being a Good Citizen” by Phyllis Naegeli.

“So Emma brought home a very interesting handout from school the other day. So informative! I didn’t know that our rights come from the government! Thank you, government!” he sarcastically wrote.

“And thank you, (Butler County school district), for teaching my eight year old daughter all about her rights!” he added.

Washburn tells EAGnews his daughter attends a Butler County, Ohio district.

Among other things, the worksheet claims:

* Rights are special privileges the government gives you.* Because the government gives us rights, we have the duty to be good citizens.* Someday you will be given the right to vote.

Washburn posted the entire worksheet on the social media site.

“You see, I know how important it is to get to children early in their lives and make sure they understand how it is in the world. Otherwise their impressionable minds might be corrupted by falsehoods like the idea that our rights come from our Creator and that we are born with them,” Washburn posted on Facebook.

After all, the Declaration of Independence makes it clear the rights of Americans are “endowed by their Creator.”

“I personally hold myself to be a patriot, committed to the spirit of 1776 and the American way of life,” the father tells EAGnews.

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History Book Review: The NFL’s Mr. Einstein



By Bill Korach


Football has the largest audience of any sport in the world. The Super Bowl 2014 has 112 Million viewers; college football is more than team spirit, it’s a money machine for schools; high school football is usually the most popular sport. “The NFL’s Mr. Einstein” is a book about Hugh “Shorty” Ray, the man who literally designed the modern game of football first for college, and for professional football. “The NFL’s Mr. Einstein is a history book for anyone with a love of the game, and an appreciation of what one determined man can accomplish. Although Hugh Ray is in the Pro Football Hall of Fame, his name is sadly forgotten. The plaque in The Hall of Fame states: “Ray saved a dull game from extinction and played the major roll in making the sport the fast-paced wide open-game of today.” At the turn of the last century football was such a brutal game that in 1909 26 players were killed and 70 were seriously injured. In 1905 President Theodore Roosevelt, a Harvard man, attended the annual Harvard Yale game. At the time, those schools were the most powerful teams in college football. He was appalled by the brutality of a foul described in the 1905 Harvard Bulletin:


“The incident in Saturday’s game when Burr, the Harvard guard, was knocked down by one of Yale’s backs, seems to demand comment… But Burr had caught the ball in his arms and had it heeled when he was tackled by one Yale man and Quill (Yale) rushed up and shoved both hands in Burr’s face. He was knocked down and badly hurt.”


Roosevelt wrote a rebuke to college football’s leaders: “I demand that football change it’s rules or be abolished.” This was the catalyst for change to the modern game, and Hugh Ray, and former star football and baseball athlete was the man to make the changes. “The NFL’s Mister Einstein” is much more than a book about rules, it’s about how one man took on a rigid bureaucracy and turned football into the exciting game it is today. Before Hugh Ray, the forward pass did not exist, and he was the driver who made it happen in the NCAA, and the NFL.


So why isn’t Hugh Ray better known? His grandson James Stangeland, the author of the book, says:


“The High School Federation (NFHS), the NCAA, and the NFL all willfully suppressed the truth about Hugh Ray’s hundreds of rules contributions to their respective games. They did it over money, power, greed and their enormous egos.”


In 1978 the NFL’s magazine Pro published an official attack piece that tried diminishing Hugh Ray through innuendo and misstatement. Hugh Ray’s hundred of rule changes made the game of football safer, exciting and made millionaires of NFL owners. Yet “Today, Ray is virtually unknown, while the NFL’s team owners are all billionaire members of America’s most exclusive club. They command squads of elite millionaire athletes who entertain over 100 million fans each week, and many more during the Super Bowl. This was no accident. It was a direct result of the rules paradigm that Ray created for the NFL and American football.”


Yet, “Papa Bear” George Halas, owner, and founder of the Chicago Bears and a leader of the NFL for decades said in a stirring tribute: “I’ve always thought that my finest contribution to pro football was bringing Shorty Ray into the NFL”


Good history should teach the truth, and that it what “NFL’s Mr. Einstein” accomplishes. When one thinks of the word “rules” we are apt to allow our minds to wander to the IRS tax codes or 20,000 pages of regulations in Obamacare. But at their best rules make us better, and bring us together. Think the Constitution, or The Ten Commandments. Hugh “Shorty” Ray’s rules made football better for high school, college and NFL athletes. His rules brought out the best in all of us. NFL’s Mr. Einstein is available at Amazon or




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Marine Objects to Daughter’s Islam-Biased History Class, Is Barred from School

La Plata High School

La Plata High School


By Bill Korach


The father of a La Plata, MD High School student has been barred from the school grounds after officials said he threatened to disrupt the school environment. In fact, The Report Card learned from Mr. Jack Tuttle, a social studies curriculum manager at La Plata, that the textbook, World History, Patterns of Interaction, McDougal, Little was the basis for that classroom instruction. World History has been described by Citizens for National Security as “A textbook with an extreme pro-Islam, anti Israel bias.” The textbook has been demonstrated to mis-state many historical facts about Islam. For example, the textbook claims that Muslim rule over non-Muslims during the Middle Ages was tolerant. In fact, non-Muslims, Christians and Jews were treated as second class citizens and forced to pay a special tax. Perhaps a pro-Islamic tilt by La Plata’s history class is what caused Kevin Wood’s objection.

According to Jeremy Wolf, a reporter for the Gazette, Kevin Wood was issued a no-trespass order last week after a telephone call with La Plata High Vice Principal Shannon Morris on Thursday. Wood called to air complaints regarding his daughter’s world history assignment that asked students to examine elements of the Islamic religion.

Wood, a former corporal with the U.S. Marine Corps, where he was enlisted for eight years, said in an interview Monday afternoon outside of the school system’s central office that he did not wish for his daughter, a junior at La Plata, to learn the Islamic religion, a faith he does “not believe in,” he said.

Wood and his wife, Melissa Wood, said they reached out to the school last week and asked that their daughter be removed from her world history course for the duration that the class covered Islam. The Woods said they spoke by a telephone to a woman, who they identified as “Ms. Pearl,” who listened to their request and said she would investigate the possibility of an alternative assignment.

Kevin Wood, who identified himself as Catholic, denied that he had issued any threats or that he had planned to show up on the La Plata campus Monday.

In a later phone call with Morris, Kevin Wood said he blasted the school for violating his daughter’s “constitutional rights” and said he would contact the media and “bring a [expletive]storm down on them like they’ve never seen.”

“Nowhere did he ever threaten,” Melissa Wood said. “And this is where it’s gotten totally blown out of proportion.”

Policies exist that allow a child to complete an alternative assignment if the parents complain, O’Malley-Simpson said, but not in the case of world history.

“If parents object to a book that’s assigned, and the assignment is to gather certain reading skills, assigning them a different book doesn’t matter,” she said. “The student still gains the skills and knowledge. In the case of world history and other subjects, it’s part of the curriculum and it’s part of the standards you’re supposed to learn.”

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New Report: Only 18% of Colleges Require US History, 3% Economics



By Bill Korach


A majority of U.S. college graduates don’t know the length of a congressional term, what the Emancipation Proclamation was, or which Revolutionary War general led the American troops at Yorktown.

The reason for such failures, according to a recent study: Few schools mandate courses in core subjects like U.S. government, history or economics. The sixth annual analysis of core curricula at 1,098 four-year colleges and universities by the American Council of Trustees and Alumni (ACTA) found that just 18% of schools require American history to graduate, 13% require a foreign language and 3% economics.


ACTA this week released the 2014-2015 edition of What Will They Learn?, which peels away reputation to assess what value students are actually getting from college.


Too many college rating systems rely on largely extraneous measures like alumni giving or selectivity to determine which colleges top their list,” said Anne D. Neal, ACTA president. “What Will They Learn? looks at the most important data—the strength of a college’s education—to find out which institutions are delivering the tools students will need to succeed in career and community.”


Only 23 institutions receive an “A” grade for requiring at least six of seven subjects that are essential to a liberal arts education: literature, composition, economics, math, intermediate level foreign language, science, and American government/history. According to the study, most students graduate from college without exposure to such fundamental courses as American history, basic economics or literature. In too many places, graduates aren’t expected to have any more knowledge of these pivotal courses than a high school student.


One wonders what tuition and tax dollars are going toward when most colleges—even public ones—don’t require basic economics, foreign language, American history or even literature,” said Dr. Michael Poliakoff, director of the What Will They Learn? project. “Are we really preparing our nation’s next generation of leaders when our colleges are failing to ensure the most basic skills and knowledge?

Public Institutions:

  • 28% require American history
  • 8% require foreign language
  • 3% require economics

Private Institutions:

  • 10% require American history
  • 17% require foreign language

4% require economics


As a result, less than half of students surveyed knew Franklin Roosevelt spearheaded the New Deal, and only 40% knew the date of D-Day. Since only 3% require economics, many students graduate with little comprehension of the free markets and the benefits of capitalism. In fact, opposition to capitalism is often a focus of many courses at colleges today.


“It’s much easier for campus administrators to let faculty make decisions rather than to decide with them what are really important and what really matters,” said Mr. Poliakoff. “It’s like saying to a lot of 18-year-olds the cafeteria is open, you kids just eat whatever you like.”



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Harvard Students: US Greater Threat to World than ISIS

Caleb Bonham

Caleb Bonham

(Editor: Caleb Bonham of Campus reform conducted a number of interviews with Harvard students. Bonham asked whether ISIS or America was a greater threat to world peace. Most of the students said “America is a greater threat to world peace than ISIS.” How has Harvard come to a point where their students see America so unfavorably? Harvard has a storied history of contribution to America’s armed forces. 1200 Harvard men have given their lives in service to their country. Tens of thousands of Harvard men have worn the uniform since the 17th century. Harvard has more Medal of Honor recipients than any other university in America. But in those times, American history was taught and American Exceptionalism was unchallenged in institutions of higher learning. Now, history and political science teachers at most universities and in many high schools would rather cut out their own tongues than say anything good about America. That the future leaders of America think so poorly of her does not bode well. Sic Transit Gloria).


They got most of their SAT questions right, but students at Harvard blew this lay-up posed by the college blog Campus Reform: Who is the bigger threat to world peace, ISIS or the U.S.?

Various students at the hallowed Ivy League school said they believe that America, not the Muslim fanatics who behead innocent people, is the biggest threat to world peace.

The students were interviewed on the quad by Campus Reform on Saturday, and the shocking video was posted on Tuesday.

“As a Western civilization, we’re to blame for a lot of the problems that we’re facing now,” one student said during an interview. “I don’t think anyone would argue that we didn’t create the problem of ISIS, ourselves.”

Most of the other students interviewed shared the same sentiment — that ISIS would not exist had it not been for the past actions of the U.S.

“American imperialism and our protection of oil interests in the Middle East are destabilizing the region and allowing groups like ISIS to gain power,” said another student.

Caleb Bonham, editor of Campus Reform, conducted the interviews and said that the students’ response is nothing new.

“This video demonstrates the absurdity behind the bash America fad,” Bonham told “Unfortunately, too many students think it is intellectual to try and piece together a reason why America is a greater threat than this terrorist organization trying to establish a caliphate through public executions, bombings and beheadings.”

The Islamic State is a splinter group of Al Qaeda that has occupied a large swath of Syria and the northern region of Iraq and has tried to establish a caliphate and rule all Muslims under Shariah Law.

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“Cruelest Ingratitude:” The College Board’s Amnesia about US Military Contribution to History

ENS William Evans, USN Torpedo Squadron 8 Battle of Midway

ENS William Evans, USN
Torpedo Squadron 8
Battle of Midway

(Editor: The new College Board’s AP US History Framework is a slap in the face to those who have give so much and even their all. In June 1942, ENS William R. Evans, Jr. USN who was to give his all at The Battle of Midway as a member of Torpedo Squadron 8 wrote these words to his parents: “American youth has found itself and given itself so at home, the spark may catch, and burst into flame…If the country takes these sacrifices with indifference it will be the cruelest ingratitude the world has ever known.)”

By Jane Robbins, Senior Fellow, American Principles Project and

Larry Krieger, retired AP teacher and author

On June 6, 1984 President Reagan stood at the very spot on the northern coast of France where forty years before Allied soldiers had stormed ashore to liberate Europe from the long night of Nazi tyranny. As an audience of D-Day veterans and world leaders listened, President Reagan introduced the American Rangers who captured the cliffs as “champions who helped free a continent. These are the heroes who helped end a war.”

But starting this year, many of our best students won’t learn about the “boys of Pointe du Hoc.” Although state and local U.S. history standards recognize and

honor the heroism and contributions of American military commanders, servicemen and women, and Congressional Medal of Honor recipients the College Board’s redesigned Advanced Placement U.S. History (APUSH) Framework ignores them. In fact, it essentially ignores all of American military history from the Revolutionary War to the present day.


About 500,000 of our nation’s most academically talented high school sophomores and juniors take APUSH. The College Board’s new Framework completely omits all American military commanders and notes just two battles – Gettysburg and Sherman’s March to the Sea. The valor and sacrifices of American servicemen and women are totally neglected. Veterans and their families will be dismayed to learn that Washington does not cross the Delaware, William Travis (a South Carolina hero) does not defend the Alamo, and the GI’s do not liberate Europe. Instead, they will learn that the American Expeditionary Force in World War I “played a relatively limited role in the war” (American casualties totaled about 321,000) and that during World War II the “atomic bomb raised questions about American values.” In addition, the Framework reduces both the Korean War and the Vietnam wars to just one

sentence, while completely omitting the GI Bill, the Berlin Airlift, and the Cuban Missile Crisis.


Although the APUSH Framework largely passes over American military history, it does devote extensive coverage to conflicts with Native Americans. For example, the Framework notes five major wars between Native Americans and the colonists and two major battles between Plains Indians and the U.S. Cavalry. Indeed, the Framework devotes more space to diplomatic relations with Native American tribes following the French and Indian War than it does to both World War I and World War II combined. It is also shocking to learn that the Framework omits all mention of General Eisenhower, the Supreme Allied Commander of the D-Day Invasion while noting Chief Little Turtle whose warriors killed 600 U. S. soldiers in America’s worse military disaster against Native American forces.


The College Board insists that the APUSH Framework offers a “balanced” presentation of the American story. However, the imbalance between its minimal coverage of traditional American military history and its enhanced coverage of the conflict with Native Americans strongly supports the conclusion that authors of the the Framework had other objectives.


The nine professors and high school teachers who wrote the APUSH Framework adopted a consistent revisionist interpretation of American history. In a penetrating analysis of the Framework, Stanley Kurtz explains

that from the revisionist point of view “the heart of our country’s history lies in the pursuit of empire, the dominion over others.” Given this focus upon America as a rising imperialist power, “the formative American moment was

the colonial assault on the Indians…This is why the Framers and the principles of our Constitutional system receive short shrift in the new AP guidelines, and why the conflict between the settlers and the Indians has taken center stage.”


The Framework’s neglect of American military history is also closely tied to the document’s aversion for the concept of American exceptionalism. According to this traditional concept, American has a historic mission to be a model and defender of freedom and democracy. American forces thus do not go into battle because they hate the enemy or to seize new territories. Like “the boys of Pointe du Hoc,” American forces risk their lives to defend freedom at home and around the world.


The Framework’s neglect of the valor and contributions of America’s military forces is completely unacceptable. During the initial assault on Omaha Beach, the American commander called on his troops to demonstrate extraordinary valor with this legendary command: “Rangers lead the way!” No such inspirational stories appear in the APUSH Framework. We urge veterans and

their families to lead the way in demanding that the College Board withdraw the APUSH Framework and return to a curriculum that rightly honors their bravery and sacrifice.





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SC Veterans: New College Board US History Ignores America’s Military History, Heroism


Veteran Army Rangers Pont du Hoc Normandy

Veteran Army Rangers Pont du Hoc Normandy


(Editor: South Carolina veterans are urged to protest the New College Board Advance Placement US History Framework (APUSH) this Wednesday. APUSH is a slap in the face to veterans today, and those who paid the ultimate sacrifice. The authors of this monstrosity ignore the sacrifice and heroism that made America free. It even fails to mention D-Day or any other major WWII battle. On Wednesday, the State Board of Education will meet on APUSH. Veterans, you owe it to America’s legacy of freedom and your own hard won legacy to show up and protest APUSH on Wednesday).

 SC Parents Involved in Education and children need you to attend the next

State Board of Education Meeting


State Board of Education Building

1429 Senate Street, Columbia

Wednesday, October 8th, 1 PM


Arrive by 12:30 to ensure seating


The State Board of Education will discuss the new Advanced Placement U.S. History (APUSH) Framework, which ignores the heroism and contributions of American military commanders, servicemen and women, and Congressional Medal of Honor recipients. In fact, it essentially ignores all of American military history from the Revolutionary War to the present day.


The College Board’s new Framework totally neglects the valor and sacrifices of the American servicemen and women. Veterans and their families will be dismayed to learn that Washington does not cross the Delaware, William Travis (a South Carolina hero) does not defend the Alamo, and the GI’s do not liberate Europe.


Instead, our students will learn that the American Expeditionary Force in World War I “played a relatively limited role in the war” and that during World War II the “atomic bomb raised questions about American values.” In addition, the Framework reduces both the Korean War and the Vietnam War to just one sentence, while completely omitting the GI Bill, the Berlin Airlift, and the Cuban Missile Crisis.





Sign up prior to the meeting to speak during the
public comment period
or simply show up in uniform – this will speak a thousand words!

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