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October 25, 2011
September 15, 2011
October 01, 2011
This week, teachers across the land are greeting students, assigning
seats, issuing textbooks, struggling to remember everyone’s name—and doing
their best to teach one of the most challenging lessons of the year: the events
of September 11, 2001, why they happened, why they matter, and why we are
The United States didn’t come with a warranty. It has always had to be defended against real threats and bona fide enemies.
All sorts of organizations (including
ours) are jockeying to ease teachers’ burden—and influence their
instruction—by offering texts, activities, guidance, even entire curricula.
Some of these are fine: accurate, thorough, balanced yet patriotic. (See, for
example, lessons prepared for high school students by the
National September 11 Memorial & Museum.) Others, alas, are wimpy, biased,
or apologetic and may well do teachers and pupils more harm than good.
The U.S. Department of Education unveiled its own dismaying contribution
last week. Its “9/11 Materials for
Teachers” exemplifies the creeping tendency in educator-land—especially in
the woeful field known as “social studies”—to obscure the true history of
September 11 and focus instead on a slanted, garbled evaluation of what
No doubt Secretary Duncan’s team wanted to be helpful to classroom
instructors. Surely they felt an obligation to say something about 9/11. But
what they ended up with illustrates both the deepening risk that the next
generation of young Americans will be clueless about the true significance of
that epochal date in history and the hazards of Uncle Sam tangling at all with
the school curriculum.
The agency starts out with a whopping disclaimer, alerting readers that
it “does not control or guarantee the accuracy, relevance, timeliness, or
completeness of these materials, nor does the inclusion of links to these
materials represent an endorsement of these materials or organizations that
created them.” Nice try. What follows, however, needs more than a disclaimer.
website also links to myriad federal and outside sources that urge community
service or tolerance—and some, to be fair, that are content-rich. The Library
of Congress collection of primary source accounts and the
National Archives records of the 9/11 Commission are powerful
resources, but readers get little advice as to how to deploy them in the
Taken as a
whole, the Education Department’s main (if unstated) message is painfully
clear: Teachers should strive to safeguard Muslim students from bullying,
should encourage kids to investigate whether government efforts to fight
terrorism have violated civil liberties, and should promote non-violence over
have their place but this presentation radically overstates their significance
and misses what really matters.
should teachers help their students understand about 9/11?
That’s too much to expect from a federal
agency, particularly in an administration that so often opts to “lead from
behind.” The Education Department would have been well-advised not even to try.
And the nation’s educators would be well-advised to draw their guidance from