By Larry Sand
As conflicts escalate over what students should learn, school choice is more important than ever.
In October, a study released by the RAND Corporation revealed that just 23% of teachers maintain that one of the top three aims of civic education is “promoting knowledge of social, political, and civic institutions.” Instead, a majority of teachers feel that “promoting students’ critical and independent thinking” is much more important.
But – to state the obvious – one cannot think critically without having knowledge. And sadly, the lack of an educational foundation has sent the nation deeper and deeper into civic illiteracy. Just 26% of Americans can name all three branches of government, e.g.
In an effort to change course, the National Association of Scholars launched “American Birthright: The Civics Alliance’s Model K-12 Social Studies Standards” in mid-2022. Its purpose is to educate students about their heritage and to inspire America’s state education departments “to provide social studies standards that teach American students their birthright of liberty.” It is NAS’ hope that schools across the country will make these standards a part of their curricula.
But this is several bridges too far for the American left. Typical is the National Council for the Social Studies, which was founded in 1921 and “engages and supports educators in strengthening and advocating social studies.” The group has determined “that the suggested social studies standards developed by the Civics Alliance do not align with best practices related to the development of social studies standards. If implemented in schools, these suggested standards would have damaging and lasting effects on the civic knowledge of students and their capacity to engage in civic reasoning and deliberation. NCSS does not endorse nor support the use of these standards.”
It’s important to note that NCSS is just fine with the 1619 Project, which is a fraud. The original document maintained, for example, that slavery was a primary motivation for the colonists’ revolt against England and the Pilgrim’s subsequent trek across the Atlantic to the New World in 1619. The fictitious document also claims that 1619, not 1776, was the year of “our true founding.” After receiving criticism from historians, some tweaks were made, but the document is still deceitful. Even Nikole Hannah-Jones, the creator of the hoax, explains that she meant to say “some of” the colonists fought to preserve slavery, not all of them. Hence, the thrust behind the project has been eviscerated, but that change will not deter the zealots from forcing the bogus project on school kids all over the country.
One such true believer, American Federation of Teachers president Randi Weingarten, claims that “vetted lesson plans – like those from the 1619 Project – …help educators tackle the hard conversations around our country’s history and its impact on today and tomorrow.”
Speaking of the teachers unions, what do they envision as a proper curriculum?
To continue reading, go to https://www.forkidsandcountry.org/blog/the-sandstorm-the-curricular-firing-squads
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