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9/11 Letter to Lawmakers

September 11, 2004

Please consider printing off a copy of this letter and sending it into your own members of Congress and to your own local lawmakers to honor those who were killed in the attacks against our country on September 11, 2001.

Dear [Member of Congress or state legislator]:

September 11, 2001, was a day none of us will ever forget.

As we Americans watched hijacked planes crash into the World Trade Center towers and the Pentagon, most of us experienced outrage and anger at the evil that had been directed against us.

President Bush captured the reaction best during his address to the nation on September 20th:†
We are a country awakened to danger and called to defend freedom. Our grief has turned to anger and anger to resolution. Whether we bring our enemies to justice or bring justice to our enemies, justice will be done.

It was not long, however, before an opposing view emerged, a blame-America-first view which asked, "What has America done wrong to make them hate us so much?" The opposition reached its peak in public schools during September 2002, the first anniversary of 9/11, when the nation's largest teachers' union, the National Education Association, released a negative, anti-America series of lesson plans.†

The union suggested to teachers that they be careful not to "suggest that any group is responsible" for the terrorist hijackings that killed more than 3,000 people.

One NEA lesson plan took a decidedly blame-America-first approach, urging educators to "discuss historical instances of American intolerance," so that the American public avoids "repeating terrible mistakes." In addition, the blame-America response suggested despair, futility and defeat, rather than anger and firm resolve.

The Glencoe-McGraw Hill 2002 U. S. history textbook reflected the defeated view of the 9/11 attack on our country. In the initial review copy of the book submitted to the Texas State Board of Education, the authors communicated malaise at ground zero:† "The smell of death.....the odor is everywhere.......a scrap of skin, a leg......my bones feel ground, my nose numb from dust and asbestos." [See textbook, http://www.edwatch.org.]

Through discussions between the public and the publisher, the authors incorporated the spirit of fearless determination. For example, the "Let's Roll" story of Todd Beamer and his heroic fellow passengers on United flight 93 replaced a description of despair. The initial and negotiated textbook pages can be viewed on-line. ." [See textbook, http://www.edwatch.org.]

Teaching a negative view of our country through lessons about the 9/11 attack on America is just one example of the kind of anti-American bias that routinely permeates much of our nationís curriculum, usually without the knowledge of parents. A careful review of the content standards that all states have adopted in compliance with requirements of No Child Left Behind demonstrates that the state standards themselves reflect a negative bias toward our country, our history, and such founding principles as national sovereignty, unalienable rights, self-evident truth, and the economic principles of a free market economy. These biased standards have been adopted by states and incorporated into the curriculum of our local schools, textbooks and teacher training institutions because they conform to national content standards.

Unelected organizations within the national content standards movement work a tireless agenda to revise American history to reflect their anti-American ideology. The Center for Civic Education (CCE) is one of those organizations. Their National Standards for Civics and Government do not teach students the timeless principles of Americaís history, such as national sovereignty, self-evident truth and unalienable rights. Yet the CCE is directly funded by Congress to write, publish and promote their standards with no Congressional oversight. In addition to funding the development of the biased national content standards, federal grants and contracts continue to support them as models for state standards and for national and state assessments. (See FedEd: The New Federal Curriculum and How Itís Enforced, http://www.edwatch.org.]

On only one occasion have national content standards been submitted to a vote. In 1995, in a nonbinding vote, the U.S. Senate rejected the National History Standards 99 to 1. Yet those same standards, with only cosmetic changes, are the national history standards in use in our states and schools today.

To remedy this matter, we urge Congress to eliminate all funding and grants for the development, production and promotion of national education content standards, curriculum, teacher training, and teaching methodology.

We also urge every state to adopt state content standards that teach patriotism for our country by implementing the following actions:
∑†††††††† communicate that while America has made mistakes, our history is overwhelmingly positive.
∑†††††††† emphasize historically significant events as opposed to events to meet diversity goals.
∑†††††††† teach the valued history of Western civilization.
∑†††††††† reverse the dogmatic hostility toward Americaís Judeo-Christian heritage.
∑†††††††† teach the principles of our free market economic system.
∑†††††††† emphasize the founding principles of the Declaration of Independence that form the basis of our Constitutional government.


[Sign your own name here.]
[Your name, address, and telephone number.]


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