If you love this nation, and want your children to feel about it the way you do....you will find, sadly, that they will be corrupted by a Marxist history curriculum.
They will be taught that the rest of the world sees themselves as victims of America...and your children will be taught to see America through that lens: an evil, predatory nation.
Such is the result of the take-over by the 60s radicals....
How did it begin?
"The radicals of the sixties did not remain within the universities…They realized that the apocalypse never materialized. “…they were dropping off into environmentalism and consumerism and fatalism…I watched many of my old comrades apply to graduate school in universities they had failed to burn down, so they could get advanced degrees and spread the ideas that had been discredited in the streets under an academic cover.”
Collier and Horowitz, “Destructive Generation: Second Thoughts About The Sixties,” p. 294-295.
What did they want?
"The radicals were not likely to go into business or the conventional practice of the professions. They were part of the chattering class, talkers interested in policy, politics, culture. They went into politics, print and electronic journalism, church bureaucracies, foundation staffs, Hollywood careers, public interest organizations, anywhere attitudes and opinions could be influenced. And they are exerting influence.”
Robert H. Bork, “Slouching Toward Gomorrah,” p. 51
Having taken over the schools, at every level, and the media, the dissemination of information in the society, they had everything they needed to destroy what the Founders had given us.
And now, one more sign of how they despise the greatness of America, and mean to have that view indelibly impressed on the youth, is the change in the AP History exam, by the College Board.
1. " The College Board, ...has kicked off a national controversy by issuing a new and unprecedentedly detailed “Framework” for its AP U.S. History exam. This Framework will effectively force American high schools to teach U.S. history from a leftist perspective....the new AP U.S. History framework [is] closely tied to a movement of left-leaning historians that aims to “internationalize” the teaching of American history.... to “end American history as we have known it” by substituting a more “transnational” narrative for the traditional account.
2. ....also seeks to produce a generation of Americans more amendable to working through the United Nations and various left-leaning “non-governmental organizations” (NGOs) on issues like the environment and nuclear proliferation. A willingness to use foreign law to interpret the U.S. Constitution is likewise encouraged.
3. ... let’s have a closer look at its goals. NYU historian Thomas Bender is the leading spokesman ....Bender’s views can be found in his 2006 book, A Nation Among Nations: America’s Place in World History. ...
a. ... a thoroughgoing critic of American exceptionalism, the notion that America is freer and more democratic than any other nation, and for that reason, a model, vindicator, and at times the chief defender of ordered liberty and self-government in the world.
b. ... Bender wants to subordinate American identity to a cosmopolitan, “transnational” sensibility. ...Whereas the old U.S. history forged a shared national identity by emphasizing America’s distinctiveness, Bender hopes to encourage cosmopolitanism by “internationalizing” the American story.... Bender laments that history as taught in our schools has bred an “acceptance of the nation as the dominant form of human solidarity.”"
How the College Board Politicized U.S. History National Review Online
The hate-America brigade is on the verge of winning a momentous victory....and dealing the United States a coup de grâce.
.
They will be taught that the rest of the world sees themselves as victims of America...and your children will be taught to see America through that lens: an evil, predatory nation.
Such is the result of the take-over by the 60s radicals....
How did it begin?
"The radicals of the sixties did not remain within the universities…They realized that the apocalypse never materialized. “…they were dropping off into environmentalism and consumerism and fatalism…I watched many of my old comrades apply to graduate school in universities they had failed to burn down, so they could get advanced degrees and spread the ideas that had been discredited in the streets under an academic cover.”
Collier and Horowitz, “Destructive Generation: Second Thoughts About The Sixties,” p. 294-295.
What did they want?
"The radicals were not likely to go into business or the conventional practice of the professions. They were part of the chattering class, talkers interested in policy, politics, culture. They went into politics, print and electronic journalism, church bureaucracies, foundation staffs, Hollywood careers, public interest organizations, anywhere attitudes and opinions could be influenced. And they are exerting influence.”
Robert H. Bork, “Slouching Toward Gomorrah,” p. 51
Having taken over the schools, at every level, and the media, the dissemination of information in the society, they had everything they needed to destroy what the Founders had given us.
And now, one more sign of how they despise the greatness of America, and mean to have that view indelibly impressed on the youth, is the change in the AP History exam, by the College Board.
1. " The College Board, ...has kicked off a national controversy by issuing a new and unprecedentedly detailed “Framework” for its AP U.S. History exam. This Framework will effectively force American high schools to teach U.S. history from a leftist perspective....the new AP U.S. History framework [is] closely tied to a movement of left-leaning historians that aims to “internationalize” the teaching of American history.... to “end American history as we have known it” by substituting a more “transnational” narrative for the traditional account.
2. ....also seeks to produce a generation of Americans more amendable to working through the United Nations and various left-leaning “non-governmental organizations” (NGOs) on issues like the environment and nuclear proliferation. A willingness to use foreign law to interpret the U.S. Constitution is likewise encouraged.
3. ... let’s have a closer look at its goals. NYU historian Thomas Bender is the leading spokesman ....Bender’s views can be found in his 2006 book, A Nation Among Nations: America’s Place in World History. ...
a. ... a thoroughgoing critic of American exceptionalism, the notion that America is freer and more democratic than any other nation, and for that reason, a model, vindicator, and at times the chief defender of ordered liberty and self-government in the world.
b. ... Bender wants to subordinate American identity to a cosmopolitan, “transnational” sensibility. ...Whereas the old U.S. history forged a shared national identity by emphasizing America’s distinctiveness, Bender hopes to encourage cosmopolitanism by “internationalizing” the American story.... Bender laments that history as taught in our schools has bred an “acceptance of the nation as the dominant form of human solidarity.”"
How the College Board Politicized U.S. History National Review Online
The hate-America brigade is on the verge of winning a momentous victory....and dealing the United States a coup de grâce.
.
