Howard Zinn’s advice to teachers:
Don’t obey the rules… you have to play a kind of guerrilla warfare with the establishment in which you try not to be fired… You have to depart from the curriculum… outside the lines that are set for us by the school administration, or the politicians.”
Leftist teachers don’t have to be renegades, departing from the curriculum because Zinn’s brand of Marxist social-justice anti-American revisionist history is part of the curriculum in many schools:
According to the Oxnard Union High School District, Zinn’s on the California Department of Education Recommended Reading List.
He’s taught at the San Lorenzo Unified School District Re-Entry Intervention Program, which targets kids coming back to school after being expelled, students with ten or more days of suspension who are on track for expulsion, students coming back to school from Juvenile Hall – in short, the worst of the worst. This makes perfect sense – after all, what better way is there to teach borderline-criminal kids about good citizenship than pillorying America and giving them delusions of victimhood?
He’s taught in the Los Angeles Unified School District, at the Stern Math and Science School, where teacher Benjamin Weber’s curriculum is designed to focus on various minority groups struggling against the repressive evil of the American system.
He’s taught throughout the Seattle School District; in 2002, pressure from liberal interest groups forced the school district to adopt Zinn’s work in a stated attempt to include “cultural diversity” in the curriculum. Not coincidentally, the district came up with an action plan that included “more aggressive recruitment of minority teachers, better training of teachers about students’ varied cultural backgrounds, and racially proportionate admissions of students to special education and ‘highly capable’ programs.” He’s also taught in the Philadelphia School District, which recommends all of his books.
Is it any surprise after decades of union-run education, of multiculturalism at the expense of civics, that students have no real knowledge of history?
Among our present crop of high school seniors, only one in four scored at least “proficient” in knowledge of U. S. citizenship. Of all the academic subjects tested, civics and the closely linked subject of history came in last: “a smaller proportion of fourth and eighth graders demonstrated proficiency in civics than in any other subject the federal government has tested since 2005, except history, American students’ worst subject.”
With leftists teaching, it’s no surprise. It was the goal all along:
Another [high school student] replied, “I don’t want to belong to any country. It just feels like you are obligated to this country. I don’t like the whole thing of citizen…I don’t like that whole thing. It’s like, citizen, no citizen; it doesn’t make sense to me. It’s like to be a good citizen—I don’t know, I don’t want to be a citizen…it’s stupid to me.”
Global citizen, beholden to no country, responsible for the earth.
A recent Department of Education study found that only nine percent of U.S. high school students are able to cite reasons why it is important for citizens to participate in a democracy, and only six percent are able to identify reasons why having a constitution benefits a country.
If no one can identify why a constitution benefits a country, it’s that much easier to destroy the constitution, no?