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The College Board's sabotage of American history

Story originated From Michell Malkin website, dated June 30, 2015:

The College Board’s sabotage of American history

American historians and academics released an open letter yesterday in protest of deleterious changes to the advanced placement U.S. history (APUSH) exam. The signatories are bold intellectual bulwarks (defense, protection) against increasing progressive attacks in the classroom on America's unique ideals and institutions.

Moms and dads in Colorado have been mocked and demonized for helping to lead the fight against the anti-American changes to APUSH. But if there's any hope at all in salvaging local control over our kids' curriculum, it lies in the willingness of a broad coalition of educators and parents to join in the front lines for battles exactly like this one.

As the 55 distinguished members of the National Association of Scholars explained this week, the teaching of American history faces "a grave new risk." So-called "reforms" by the College Board, which holds a virtual monopoly on A.P. testing across the country, "abandon a rigorous insistence on content" in favor of downplaying "American citizenship and American world leadership in favor of a more global and transnational perspective."

The top-down APUSH framework eschews vivid, content-rich history lessons on the Constitution for "such abstractions as 'identity,' 'peopling,' 'work, exchange and technology,' and 'human geography' while downplaying essential subjects, such as the sources, meaning and development of America's ideals and political institutions." The scholars, who hail from institutions ranging from Notre Dame and Stanford to the University of Virginia, Baylor, CUNY, Georgetown and Ohio State, decried the aggressive centralization of power over how teachers will be able to teach the story of America.

These so-called APUSH reforms by the College Board, after all, are part and parcel of a radical upheaval in testing, textbooks and educational technology. It is no coincidence that the College Board's president, David Coleman, supervised the Beltway operation that drafted, disseminated and profits from the federal Common Core standards racket.

The social justice warriors of government education have long sought, as the NAS signatories correctly diagnosed it, "to de-center American history and subordinate it to a global and heavily social-scientific perspective." Their mission is not to impart knowledge, but to instigate racial, social and class divisions. Their mission is not to assimilate new generations of students into the American way of life, but to turn them against capitalism, individualism and American exceptionalism in favor of left-wing activism and poisonous identity politics.

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