Parental Warning Label on the Constitution and Declaration of Independence?

We MUST protect children from history (and science - read on, and please watch the Michael Crichton videos).

Children must be especially vulnerable to history when they get to high school, judging from the actions of some educators. In North Carolina, they proposed starting high school American History in 1877. You know. About the time the Progressive Movement got its start. Earlier history would be "covered" in civics and economics (???) classes. Our intellectual betters dropped this proposal after protests and made new proposals which would meet their goal of downgrading early American history.

Orson Scott Card:

Remember that the people creating this new curriculum were taught in college not to value the old "hero-centered" stories; they were taught to despise the works of "dead white males."

But America was created, like it or not, by the mostly-British-ancestry men who led the struggle for independence and created the Constitution and then fought the bloody Civil War to end the evil practice of slavery in America.

They were the good guys. They were the heroes. And if we downgrade their achievements, and then make the modern heroes of the Left the only ones we teach about in high school, it's still going to be propaganda for the Left. . . .

It is time that tax-supported education cease promulgating the values of the extreme Leftist elite that dominates the university faculties and the educational establishment, and accept that the job of education is to transmit the values of the people who pay the taxes.

When we require people, under penalty of law, to send their children to the public schools, then there is a solemn responsibility to pass on to those children the culture that made our nation a light to the world. (Which it is, except in the delusional mindset of America-hating intellectuals who have no qualms about attacking America while sucking on the public udder.)

There are no educational experts; their "educational science" is a joke; and even if it were not, their expertise as "professional educators" would only extend to methodology, not content.

The content of courses is another matter entirely, and we all have a right to a voice in deciding that. Especially history courses, since those are the classes that create the American self-story for the next generation.

No one group should own the teaching of history in our schools -- like our government, it should be a compromise among all the beliefs that are part of our polity. But the arbiter should always be the facts, not one ideology.

State and national educational administrations have long been dominated by one elitist minority which thinks its favorite facts are the only ones that it is important to teach.

They are still in charge. That is the problem, and the fact that they are still proceeding with the downgrade in America's founding stories (and the misplacement of the religion of environmentalism in world history instead of science) says that their agenda has not changed at all.

How did this happen? It's quite simple, really. Democrats have been controlling the state government for decades. . . .

Orson Scott Card is a Democrat. He's not a totalitarian. Read the whole thing.  (No wonder home schooling is becoming so popular these days.)  He also had a few words to say about science education:

And another thing: When they're designing the course for world history, they have shown no sign of eliminating that offensive proposal of including in it a unit on environmentalism. . .
The only appropriate place to teach about the subject is in biology class, and it will be called "ecology" and it will be based solely on actual science. Which, as has been obvious all along to anyone who understands what honest science looks like, will include "global warming" only to the same extent that biology class should include "Piltdown man" -- as an example of how science can be temporarily damaged by hoaxes designed to promote a particular point of view.

O. C. Card is not the only famous science fiction author who has worried in public about the damage to science by the environmental movement. Watch the three Michael Crichton videos linked at the link above. We could all learn something by studying the thoughtful way in which he answers students' questions. It's a shame that he left the world when he was so young. We're fortunate that educators allowed him on campus to talk with students, and that someone recorded these extraordinary encounters.