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 commemorating them.
[pullquote]The United States didn't come with a warranty. It has always had to be defended against real threats and bona fide enemies.[/pullquote]
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 followed.
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...