“the difference between the old and the new education being) in a word, the old was a kind of propagation – men transmitting manhood to men; the new is merely propaganda.”
CS Lewis, The Abolition of Man
(I originally posted this at The American Catholic and I thought the history mavens of Almost Chosen People might find it interesting.)
My son and my daughter when they were in high school both took advanced placement American history, earning A’s. (Yeah, they heard quite a lot about American history from me as they were growing up! “Dad, I only asked for three dollars! What does Washington’s strategy during the Yorktown campaign have to do with it?”) They enjoyed the classes and thought they were worthwhile. I am glad they took the courses prior to the new framework for teaching the courses was initiated. Larry Krieger is a retired American history teacher. He specialized in teaching advanced placement American history, and was recognized in 2004 and 2005 by the College Board, the company that produces the courses, as the best teacher of advanced placement American history, and he has written several books to help students prepare for the course. He has been leading the charge against the changes that the College Board is implementing in their American history course:
The Framework’s unbalanced and biased coverage of the Colonial era represents a radical departure from its existing topical outline and from state and local curriculum guides. While students will learn a great deal about the Beaver Wars, the Chickasaw Wars, the Pueblo Revolt, and King Philip’s War, they will learn little or nothing about the rise of religious toleration, the development of democratic institutions, and the emergence of a society that included a rich mix of ethnic groups and the absence of a hereditary aristocracy. The Framework blatantly ignores such pivotal historic figures as Roger Williams and Benjamin Franklin and such key developments as the emergence of New England town meetings and the Virginia House of Burgesses as cradles of democracy.
The absence of coverage on the development of religious toleration is a particularly egregious flaw. Freedom of religion is one of America’s greatest contributions to world civilization. Yet, inexplicably the Framework omits the Pilgrims, mentions the Quakers once, and fails to discuss the importance of religious dissenters such as Anne Hutchinson and Roger Williams and the consequences of the First Great Awakening.
Thomas Jefferson described New England town meetings as “the best school of political liberty the world ever saw.” Jefferson was right. We encourage parents, teachers, and students to attend local meetings and ask school and political officials if the new College Board AP U.S. History Framework is aligned with their locally mandated courses of study. If it is not, then the public has a right and a responsibility to demand that the College Board rescind the new Framework and adopt a more appropriate course of study.
At the present time, a five-page outline provides AP U.S. History teachers with a clear chronological list of topics that they should cover in their courses. This traditional outline conforms to the sequence of topics approved by state and local boards of education. In contrast, the new redesigned Framework provides a detailed 98-page document that defines, discusses, and interprets “the required knowledge of each period.” The College Board has thus unilaterally assumed the authority to replace local and state guidelines with its own biased curriculum guide. These biases can be clearly seen in how the Framework emphasizes, deemphasizes, and omits selected topics in the period from 1754 to 1800.
The Framework begins this critical period of American history with a full page devoted to how “various American Indian groups repeatedly evaluated and adjusted their alliances, with Europeans, other tribes, and the new United States government” (page 32). The Framework then generously grants teachers the flexibility to discuss Pontiac’s Rebellion and Chief Little Turtle (page 32).
While the Framework emphasizes “new white-Indian conflicts along the western borders (page 36) and “the seizure of Indian lands” (page 37), it all but ignores George Washington’s life and indispensible contributions to American history. Although Washington was “first in war, first in peace, and first in the hearts of his countrymen,” he merits only one random Framework reference: “Although George Washington’s Farewell Address warned about the dangers of divisive political parties and permanent foreign alliances, European conflict and tensions with Britain and France fueled increasingly bitter partisan debates throughout the 1790s” (page 34).To put this glaring omission into perspective, imagine how South Africans would respond if an unelected agency issued a history of their country that contained just one reference to Nelson Mandela.
The Framework’s decision to all but omit George Washington extends to his command of the Continental Army. Most state and local curriculum guides require teachers to discuss the significance of Valley Forge and the battles of Saratoga and Yorktown. Instead, the College Board Framework completely ignores all Revolutionary War battles and commanders. Veterans and their families will by dismayed to discover that this is not an oversight. In fact, the College Board ignores military history from the Revolutionary War to the present day. Students will thus not learn about the valor and sacrifices of the Army of Northern Virginia, the Army of the Potomac, the Rough Riders, the doughboys, the GI’s, and the servicemen and women who fought in Vietnam, Iraq, and Afghanistan.
The Framework’s superficial coverage of the Revolutionary War is typical of this poorly organized unit. For example, the Framework devotes just one sentence to the Declaration of Independence (page 34). John Adams later wrote that “the Revolution was effected before the war commenced. The Revolution was in the minds and hearts of the people.” While the College Board Framework invites teachers to discuss “the architecture of Spanish missions” (page 34), it does not invite teachers to fully explore the republican ideals that motivated America’s founders. Confused students may wonder what cause motivated the signers of the Declaration of Independence, the soldiers at Valley Forge, and the framers at Independence Hall to sacrifice their lives, their fortunes, and their “sacred honor.” For example, Richard Morris risked his life and sacrificed his fortune to promote the cause of freedom.
Go here to read the rest of his critique. Faithful readers of this blog know of my love of history. I have only contempt for those who seek to abandon the teaching of history and substitute for a knowledge of the facts of the past a dreary mining of the past for factoids to craft politically correct fables to indoctrinate the young in “correct” politcal beliefs. Being an educator can be a noble profession, being a propagandist is almost always an ignoble pursuit, especially when the propaganda is disguised as education. Let the facts of American history be honestly presented to the youth of America and I have little fear for the future.
He started off in a low voice, though you could hear every word. They say he could call on the harps of the blessed when he chose. And this was just as simple and easy as a man could talk. But he didn’t start out by condemning or reviling. He was talking about the things that make a country a country, and a man a man.
And he began with the simple things that everybody’s known and felt–the freshness of a fine morning when you’re young, and the taste of food when you’re hungry, and the new day that’s every day when you’re a child. He took them up and he turned them in his hands. They were good things for any man. But without freedom, they sickened. And when he talked of those enslaved, and the sorrows of slavery, his voice got like a big bell. He talked of the early days of America and the men who had made those days. It wasn’t a spread-eagle speech, but he made you see it. He admitted all the wrong that had ever been done. But he showed how, out of the wrong and the right, the suffering and the starvations, something new had come. And everybody had played a part in it, even the traitors.
Stephen Vincent Benet, The Devil and Daniel Webster