EDUCATION FOR A FREE NATION
December 1, 2005
105 Peavey Rd, Suite 116, Chaska, MN 55318
The Federal Curriculum
Report on November 18th Congressional Briefing
Congressional Briefing on the Federal Curriculum brought a full room
of both House and Senate staff and some members of Congress into the
Rayburn Builiding at our nation's Capitol. Other organizations were also
present (see article below) to hear the presentation about the role of
federal funding in the production, distribution, and teaching of
anti-American Federal Curriculum. The Federal Curriculum undermines the
principles of national sovereignty, inalienable rights, self-evident
truth, natural law, the 2nd amendment, and the 10th amendment (which
limits the authority of the federal government). It elevates the United
Nations, its Universal Declaration of Human Rights, and global
was hosted by EdAction, Gun Owners of America, and Eagle Forum. Many
members came because their constituents urged them to attend.
minutes of Q & A followed the presentation. One of the goals of the
Briefing was to push the
draft legislation which, among other things, would cut off federal
funding for the Federal Curriculum. Federal funding has meant federal
control, resulting in the dumbing down of our history and teaching that
our rights are defined by the U.N. more importantly than by our own
Constitution. Some members of Congress expressed interest in sponsoring
One of the
groups present at the briefing was
Accuracy in Academia which
distributed the following story on some of the information presented on
November 18th. It follows below:
the Proletariat by: Malcolm A. Kline, November 29, 2005
A widely-used textbook urges students not to worry their pretty little
heads about the facts of American history.
The primary purpose of this textbook is not to fill your heads with
a lot of facts about American history and government, promises We the
People: The Citizen and the Constitution. Knowledge of facts is
important but only in so far as it deepens your understanding of the
American constitutional system and its development.
And how well does the text, ambitiously aimed at upper elementary,
middle and high school students, accomplish this goal? According to
veteran political science professor Allen Quist, what the text mainly
spreads is misinformation. Quist is a professor at Bethany Lutheran
College in Mankato, Minnesota.
Textbooks in American government have always differentiated between the
delegated powers, those given to the federal government, and the
reserved powers, those powers that remain with the states and the
people, Prof. Quist notes. This book uses the term delegated powers
several times, but it never uses the counterpart term reserved powers.
In this textbook, there are no rights reserved to the states or the
people. All rights reside with the federal government. One reason why
the book is popular among public school teachers and administrators is
its relatively low price: While many textbooks cost $50 and up, this tome
goes for $12 a copy. How can they undercut the competition with such a
low price? Alone among textbooks, We the People is subsidized by
the federal government and has been for a decade, according to Prof.
But what public schools gain in cost savings, their students lose in
accuracy by using this text. The Second Amendment (right to bear arms)
was mentioned in the earlier historical development section of the text,
but there it was included only under the heading of controversial issues,
and the emphasis was on gun control, not the right to bear arms, Prof.
Quist observes. In addition, the Second Amendment was inaccurately
defined as being the right of states to have a militia, not as a personal
right to own and bear arms.
Prof. Quist has written a review of We the People for Ed
Watch.org. Although We the People looks critically at U. S. law,
the textbook is comparatively sanguine in it assessment of the United
The social, economic, and solidarity rights included in the United
Nations Universal Declaration of Human Rights, and in many national
guarantees of rights adopted since are what are sometimes called positive
rights, according to We the People. We the People describes
positive rights as certain benefits that citizens should have.
These rights express the objectives worthy of any just society. As
Prof. Quist pointed out in a recent lecture on Capitol Hill, We the
People adopts the UN definition of human rights over the American
Moreover, within nation-states themselves, the text applies its own
theory of relativity liberally. Many of these cultures have values and
priorities different from our own, according to We the People.
In many Asian countries, for example, the rights of individuals are
secondary to the interests of the whole community.
Islamic countries take their code of laws from the teaching of the
Koran, the book of sacred writings accepted by Muslims as revelations to
the prophet Mohammad by God. It should be noted that this text was first
published six years before the September 11th, 2001 attacks upon the
United States. We should also note that the textbook is still in
circulation four years after the 9/11 massacres with the aforementioned
Federal education politics is elite politics, Kevin Kosar of the U. S.
Congressional Research Service warns. The wants of interest groups have
a far greater effect on policy than the desires of parents and the needs
Some of these groups are only interested in grabbing federal dollars;
others, though, are intensely ideological. They have worldviews and they
pressure Congress to make policy to comport with these views.
[Malcolm A. Kline is the executive director of Accuracy in Academia.]
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