As this article declares, Obama wants to transform America into a European-style socialist state – which means he wants to destroy America as the embodiment of the idea of human liberty. He is a collectivist, and collectivism is the opposite of liberty.

Would-be leaders of collectivist states have recognized the efficacy for their purposes of indoctrinating school-children and recruiting them into government-0rganized youth movements. And that is what Obama is doing.

Phyllis Schlafly writes at Townhall:

President Barack Obama’s budget has added more than $100 billion of federal taxpayers’ money to what is called “education,” so that means it will be spent by alumni of the Saul Alinsky school of radical community organizing and/or the Chicago Democratic machine. …

Obama is using the public schools to recruit a private army of high-schoolers to “build on the movement that elected President Obama by empowering students across the country to help us bring about our agenda.” We now know that Obama’s “agenda” is to move the United States into European-style socialism.

Obama’s Internet outreach during his campaign, Obama for America, has been renamed Organizing for America (OFA) in order to recruit students to join a cult of Obama and become activists for his goals. …

These interns will be given an intensive nine-week training course using comprehensive lesson plans. Assigned readings include Saul Alinsky’s notorious “Rules for Radicals,” “Stir It Up: Lessons From Community Organizing and Advocacy” by the left-wing activist Rinku Sen, and particular sections of “Dreams From My Father” dealing with Obama’s days as a community organizer in Chicago. …

The sign-up sheet for Organizing for America starts with this instruction: “Organizing for America, the successor organization to Obama for America, is building on the movement that elected President Obama by empowering students across the country to help us bring about our agenda of change.” The application explains that this national internship program is “working to make the change we fought so hard for in 2008 a reality in 2010 and beyond.” …

The OFA student interns will be trained in the goals and language of the left: “antiwar agitation, anti-capitalism, Marx, Lenin, (Bill) Ayers, LGBT agenda promotion, global warming, soft-on-jihad and illegal immigration.”

Another item on OFA’s reading list is “The New Organizers” by Zack Exley. It brags about “an insurgent generation of organizers” inside the Obama campaign that has “almost without anyone noticing … built the Progressive movement a brand new and potentially durable people’s organization, in a dozen states, rooted at the neighborhood level.”

The 10-page “National Intern Organizer Curriculum” is very specific in describing the tactics that interns will be taught. It includes these components: “Using Story as an Organizing Tool, Building Relationships and Building Teams, Mobilizing to Win on the Issues (issue advocacy), Health Care Service Project.”

Passage of Obamacare is one of this intern project’s major goals. The curriculum promises to provide “insight on the strategy and plan behind the health care campaign” and “further motivate them to work on the issue.”

The sign-up sheet states that the “purpose” of training these students is “to build community” among the interns and teach them “to be leaders in OFA’s organizing work.” After all, Barack Obama knows a great deal about being a community organizer — that was his only real job before he got into politics.

Job prospects may be bleak for many Americans, but they will be rosy for alumni of Obama’s intern program. After the students have been fully trained as Alinsky-style community organizers, they will be eligible for jobs in Senior Corps, AmeriCorps or Learn and Serve America.

Those three so-called “service” organizations, which annually dole out millions of dollars to left-wing groups, are overseen by the Corporation for National and Community Service. The U.S. Senate just confirmed this Corporation’s new chief executive, Patrick Corvington, who was a senior official of the Annie E. Casey Foundation, which has given over a million and a half dollars to the ACORN network of organizations.

An ardent supporter of the Wahhabi fundamentalists who rule Saudi Arabia, John Duke Anthony, has been appointed by the Obama administration as an adviser to the State Department. He has been zealous in promoting Arab and Islamic propaganda in American colleges, in some of which the Saudis have invested millions to pursue such programs. What advice is Anthony giving to Hillary Clinton’s department? If he urges a US ‘dialogue’ with Hamas, which he has already called for, he  is unlikely to arouse outrage. Hillary Clinton has provided billions indirectly to the terrorist organization that rules Gaza, while insisting that the money would never reach its coffers.

From Campus Watch:

Most Americans, even many of those concerned with the problems of academic Middle East Studies, have probably never heard of the Model Arab League (MAL), an American exercise similar to the better-known Model United Nations. The stated aim of such efforts is to expand awareness of world affairs among high school and college students. Participants compete in regional role-playing sessions as representatives of constituent countries in the corresponding world bodies and receive awards for their performance. They are then sent to contend at “nationals” held in Washington, D.C. and similar to matches sponsored by many other student societies and sports associations.

But the Model Arab League could be described better as a propaganda network for Arab nationalism, including promotion of the Arab states’ hostile postures toward Israel, than as a contributor to excellence in international studies or debate.

The Model Arab League was created in 1983 at Georgetown University by the National Council on U.S.-Arab Relations (NCUSAR), which came into existence that same year, and the website of which prominently features MAL activities. NCUSAR’s president and chief executive officer is an indefatigable Saudi apologist named John Duke Anthony. In May 2009, Anthony was appointed by the Obama administration to the U.S. State Department’s Advisory Committee on International Economic Policy. He has been an adjunct professor at the Georgetown Center for Contemporary Arab Studies (CCAS) since 2006.

Saudi prince Turki al-Faisal, the former head of the Saudi General Intelligence Directorate who served briefly as Saudi ambassador to the U.S. in 2005-06, joined Anthony at CCAS in fall 2008. Al-Faisal has admitted dealing with Osama bin Laden in Afghanistan, allegedly in the 1980s during the anti-Soviet resistance war, and in the 1990s with Mullah Omar, leader of the Taliban.

The original Arab League, known formally as the League of Arab States, was conceived in 1944 and comprises 22 Arab and African nations, [and includes] the Palestinian Authority (P.A.). The following year, the League promulgated a pan-Arab boycott on the purchase of products from “Zionist” enterprises in Palestine. This was followed by a full embargo against commercial relations with Israel after the latter proclaimed its independence in 1948. The League has extended the embargo to a secondary ban on any individual, enterprise, or agency operating in any of the Arab League member countries that does business in Israel. Individuals, companies, or public institutions maintaining relations with Israelis are placed on the League’s boycott blacklist. A tertiary boycott prohibits dealings with companies from America and elsewhere that have been blacklisted.

Yet the anti-Israel embargo is not the only topic on which the Arab League finds itself in conflict with U.S. policies and laws. In late 2009, Secretary-General [Amr] Moussa held a joint press conference in Cairo with Iranian parliamentary speaker Ali Larijani at which Moussa announced the League’s support for Iran’s nuclear program.

Back in America, the Model Arab League will hold its college “nationals” at Georgetown in March. High school “regionals” are pending, with local sessions at Marist High School in Atlanta later this month and in Boston, where students will meet at Northeastern University in April. Separate high school “nationals” will take place at Georgetown on April 16-17.

College-level MALs are held at 10 campuses around the U.S. These include, aside from Georgetown: Converse College in Spartanburg, South Carolina; Texas A&M, Miami University of Ohio; the University of San Francisco; the University of Montana-Missoula; and several others.

Students and faculty at Montana-Missoula got a taste of who and what the NCUSAR, the MAL, and John Duke Anthony represent when the latter keynoted a seminar on “New Avenues for U.S. Middle East Policy” on March 4, 2009 at the University of Montana … Anthony called on the Obama administration to begin a dialogue immediately with the Palestinian terrorist movement Hamas and otherwise spent his time on the Montana campus, according to student sources, assailing Israel as the sole perpetrator of problems in the Middle East.

While U.S. policy condemns the Arab League embargo against Israel and questions the goals of Iranian nuclear development, the Model Arab League indoctrinates American high school and college students into a radical Arab-Muslim paradigm. This is unsurprising in that the MAL is a creation of Anthony, one of Washington’s veteran servants of the Saudis, and has its focus at Georgetown, already well-known for its Saudi endowments, including the Prince Alwaleed bin Talal Center for Muslim-Christian Understanding, financed by a $20-million donation from the Saudi prince after whom it is named. …

The Model Arab League is offered to the educational establishment — including high schools — as a teaching device for the betterment of young Americans’ knowledge of essential contemporary issues. In reality, its origins and content reveal it to be an intrusion of Saudi-financed ideology into American academic life, the appropriateness of which should be questioned … In addition, the appointment of John Duke Anthony to an advisory economic position in the State Department, given his advocacy for Saudi interests (which do not coincide with U.S. economic needs) should be subject to public scrutiny.

How does the seemingly benign campaign, figureheaded by Michelle Obama (see our post Great ideas from the pumpkin patch Janury 29, 2010), against childhood obesity, serve the socialist agenda of Barack Obama?

Michelle Malkin explains how. She writes:

Behind every seemingly good deed in the Obama White House, there’s a deep-pocketed, left-wing special interest. Take first lady Michelle Obama’s crusade against childhood obesity. Who really benefits from the ostensible push for improved nutrition in the schools? Think purple — as in the purple-shirted army of the Service Employees International Union. Big Labor bigwigs don’t care about slimming your kids’ waistlines. They care about beefing up their membership rolls and fattening their coffers….

The East Wing is now in full campaign mode — leaning on the nation’s mayors, traveling with the surgeon general and meeting with Congress and cabinet members to reauthorize the Lyndon Johnson-era Child Nutrition Act, which provides government-subsidized meals to more than 30 million children. It’s part of the Obama administration’s self-proclaimed “cradle-to-career” agenda for America’s youth.

For decades, school administrators have criticized this Great Society relic for outgrowing its initial conception. The program was originally created to use up post-World War II food surpluses… While spending on youth nutrition and wellness have ballooned, so have the kids. Nearly one-third of U.S. children are now overweight or obese. The feds spend $15 billion a year on nutrition in schools; the White House wants at least a $1 billion increase this coming fiscal year.

The well-intended program to feed poor kids has morphed into an untouchable universal entitlement with a powerful school-lunch lobbying coalition of Department of Agriculture bureaucrats, food-service industry executives and union bosses. Enter the SEIU. Headed by the White House’s most frequent visitor, Andy Stern, the powerful labor organization representing government and private service employees has an insatiable appetite for power and growth. Working alongside the first lady, the SEIU unveiled a major ad campaign this week demanding reauthorizing and funding increases in the Child Nutrition Act.

What’s in it for Big Labor? SEIU Executive Vice President Mitch Ackerman explains: “A more robust expansion of school lunch, breakfast, summer feeding, child care and WIC (the federal Women, Infants and Children nutrition program) is critical to reducing hunger, ending childhood obesity and providing fair wages and healthcare for front line food service workers” (emphasis added).

There are 400,000 workers who prepare and serve lunch to American schoolchildren. SEIU represents tens of thousands of those workers and is trying to unionize many more. “More robust expansion” of the federal school-lunch law means a mandate for higher wages, increased benefits and government-guaranteed health insurance coverage …

They are casting food-services workers as indispensable saviors. The union has rallied behind P.R. efforts casting them as superheroes “serving justice, and serving lunch.” Opposing the union means opposing children’s health. SEIU propaganda features New Jersey school cafeteria workers like Leslie Williams of Orange, N.J., lamenting: “I love my work, but it’s getting harder to prepare nutritious meals on the low budget we’re working with. … It breaks my heart to see a child who’s hungry. As I see it, part of my job is to make sure the kids are well-fed.”

Actually, that’s the primary job of parents. Mom? Dad? Remember them? But the more responsibility we demand of parents, the less power and influence SEIU bosses are able to grab. Unionized school dietician and nutrition jobs are booming. And in addition to school breakfast and lunch, the SEIU is now pushing subsidized dinner plans and summer food service to create a “stronger nutrition safety net.” Translation: Perpetual employment for big government and its public employee union au pairs.

Cede the children, feed the state.

Sin writes histories, goodness is silent – Johann Wolfgang von Goethe.

Parents, beware of the history your children are being taught at school in America. In particular be on the alert for works by Howard Zinn. Here to explain why are two accounts of him and his aims:

From FrontPage, by David Horowitz:

Like [Noam] Chomsky, [Howard] Zinn has produced a corpus of work that is a cartoon version of American history in which the nation is pilloried as an evil empire. Zinn has even published a Chomsky-like tract of table talk on 9/11, blaming America and its alleged crimes in the Third World for the terrorist attack and characterizing the victim as a terrorist state. … His signature book, A People’s History of the United States is a raggedly conceived Marxist caricature that begins with Columbus and ends with George Bush. It has sold over a million copies, greatly exceeding that of any comparable history text. Like Chomsky’s rants, Zinn’s book has been embedded by leftist academics in the collegiate and secondary schools curricula. The New York Times Sunday Book Review gave it this imprimatur: “Historians may well view it as a step toward a coherent new version of American history.”  …

Like Chomsky, Zinn’s readership extends far into the popular culture as well. He was invoked as a “genius” by the lead character in the Academy Award winning film Good Will Hunting (the film’s co-writer and star Matt Damon grew up as a Zinn neighbor and enthusiast) and is an intellectual “guru” to movie and music celebrities. Both Chomsky and Zinn have been heavily promoted to rock music audiences by mega-bands Rage Against the Machine and Pearl Jam even while they are also icons of intellectual journals like The Boston Review of Books, which is edited by an MIT professor and Chomsky disciple.

The political agenda of A People’s History of the United States is already announced in its historical method. In an explanatory coda to his book Zinn explains to the reader that he has no interest in striving for objectivity, and that his intention is to view American history as a conspiracy of rich white men to oppress and exploit “the people.” The so-called “people” are naturally Indians and other minorities, especially blacks (“There is not a country in world history in which racism has been more important, for so long a time, as the United States”), women and the industrial proletariat.

Zinn begins his narrative not with the settling of North America, or the creation of the United States as one might expect, but with a long chapter on Columbus’s “genocide” against the native inhabitants, an event – which even if it had happened as Zinn describes it – was an act committed by agents of the Spanish empire more than a century before the English settled North America and nearly three centuries before the creation of the United States, which is also geographically well-removed from the scene of the crime. It is Zinn’s unintended way of announcing the tendentiousness of his entire project, which is really not a “history” of the American people, but an indictment of white people and the capitalist system.

From Townhall, by Michelle Malkin:

On Sunday, Dec. 13, the History Channel will air “The People Speak” — a documentary based on Marxist academic Howard Zinn’s capitalism-bashing, America-dissing, grievance-mongering history textbook, “A People’s History of the United States.” The film was co-produced and bankrolled by Zinn’s Boston neighbor and mentee Matt Damon. An all-star cast of Bush-bashing liberals, including Danny Glover, Josh Brolin, Bruce Springsteen, Marisa Tomei and Eddie Vedder, will appear. Zinn’s work is a self-proclaimed “biased account” of American history that rails against white oppressors, the free market and the military.

Zinn’s objective is not to impart knowledge, but to instigate “change” and nurture a political “counterforce” (an echo of fellow radical academic and Hugo Chavez admirer Bill Ayers’ proclamation of education as the “motor-force of revolution”). Teachers are not supposed to teach facts in the school of Zinn. “There is no such thing as pure fact,” Zinn asserts. Educators are not supposed to emphasize individual academic achievement. They are supposed to “empower” student collectivism by emphasizing “the role of working people, women, people of color and organized social movements.” School officials are not facilitators of intellectual inquiry, but leaders of “social struggle.”

Zinn and company have launched a nationwide education project in conjunction with the documentary. “A people’s history requires a people’s pedagogy to match,” Zinn preaches. The project is a collaboration between two “social justice” activist groups, Rethinking Schools and Teaching for Change.

Rethinking Schools recently boasted of killing a social studies textbook series in the Milwaukee school system because it “failed to teach social responsibility.” A Rethinking Schools guide on the September 11 jihadi attacks instructs teachers to “nurture student empathy” for our enemies and dissuade students from identifying as Americans. “It’s our job to reach beyond this chauvinism.” And a Rethinking Schools guide to early childhood education written by Ann Pelo disparages “a too-heavy focus on academic skills” in favor of “social justice and ecological teaching” for preschoolers.

Teaching for Change’s objective, in Obama-esque fashion, is to train students not to achieve actual proficiency in core academic subjects, but to inspire them to “become active global citizens.” Today’s non-achieving aspirants are tomorrow’s Nobel Peace Prize winners, after all.

No part of the school curriculum is immune from the social justice makeover crew. Zinn’s partners at Rethinking Schools have even issued teaching guides to “Rethinking Mathematics: Teaching Social Justice by the Numbers” — which rejects the traditional white male patriarchal methods of teaching computation and statistics in favor of p.c.-ified number-crunching:

“‘Rethinking Mathematics” is divided into four parts. The first part is devoted to a broad view of mathematics that includes historical and cultural implications. Part Two includes nine classroom narratives in which teachers describe lessons they have used that infuse social justice issues into their mathematics curriculum. Included here … an AP calculus lesson on income distribution. The third part contains three detailed classroom experiences/lessons. These include a physical depiction of the inequitable distribution of the world’s wealth, the results of a student investigation into how many U.S. presidents owned slaves, and a wonderful classroom game called ‘Transnational Capital Auction’ in which students take on the role of leaders of Third World countries bidding competitively for new factories from a multinational corporation. …

Our students will continue to come in dead last in international testing. But no worries. With Howard Zinn and Hollywood leftists in charge, empty-headed young global citizens will have heavier guilt, wider social consciences and more hatred for America than any other students in the world.

From PowerLine:

The federal government is trying to take control over our lives via government medicine, cap and trade, and more. …

Having the far left in control of both the executive and legislative branches is a terrible thing, but on the plus side, it is clarifying: people actually have to think about where they stand on the big issue of freedom vs. socialism. Or, in other words, freedom vs. slavery.

The game isn’t over yet, but we have, roughly speaking, a first-quarter score, and so far freedom is ahead. Rasmussen finds that 76% of Americans favor a free market economy, compared to 10% who favor an economy managed by the government. More fundamentally than anything else, this explains why the Democrats face such an uphill struggle in their effort to remake America in a left-wing image.

Yes. But why didn’t enough people think about it before they put the socialists in power? If Republicans regain Congress in 2010 and the presidency in 2012, will they shrink government, reduce welfare dependency, and above all make the necessary changes in schooling so that new generations will grow up knowing the value of freedom?

To improve their scores and life-chances, black kids doing badly at school in Minnesota are to be taught even worse rubbish than public schools already teach, as the bright sparks who decide such things plan to instill in them a sturdy sense of victimhood, self-pity, envy and resentment. That should be a real leg-up for them, saving them from any misguided ambition to do well and get ahead.

White middle-class teachers will only be licensed to carry out this noble work if they abase themselves, eat crow, and repent in writing for not being black, and/or poor, and/or homosexual, or (where applicable) at the very least female.

This is from the Star Tribune by Katherine Kersten:

Do you believe in the American dream — the idea that in this country, hardworking people of every race, color and creed can get ahead on their own merits? If so, that belief may soon bar you from getting a license to teach in Minnesota public schools — at least if you plan to get your teaching degree at the University of Minnesota’s Twin Cities campus.

In a report compiled last summer, the Race, Culture, Class and Gender Task Group at the U’s College of Education and Human Development recommended that aspiring teachers there must repudiate the notion of “the American Dream” in order to obtain the recommendation for licensure required by the Minnesota Board of Teaching. Instead, teacher candidates must embrace — and be prepared to teach our state’s kids — the task force’s own vision of America as an oppressive hellhole: racist, sexist and homophobic.

The task group is part of the Teacher Education Redesign Initiative, a multiyear project to change the way future teachers are trained at the U’s flagship campus. The initiative is premised, in part, on the conviction that Minnesota teachers’ lack of “cultural competence” contributes to the poor academic performance of the state’s minority students. Last spring, it charged the task group with coming up with recommendations to change this. In January, planners will review the recommendations and decide how to proceed.

The report advocates making race, class and gender politics the “overarching framework” for all teaching courses at the U. It calls for evaluating future teachers in both coursework and practice teaching based on their willingness to fall into ideological lockstep.

The first step toward “cultural competence,” says the task group, is for future teachers to recognize — and confess — their own bigotry. Anyone familiar with the reeducation camps of China’s Cultural Revolution will recognize the modus operandi.

The task group recommends, for example, that prospective teachers be required to prepare an “autoethnography” report. They must describe their own prejudices and stereotypes, question their “cultural” motives for wishing to become teachers, and take a “cultural intelligence” assessment designed to ferret out their latent racism, classism and other “isms.” They “earn points” for “demonstrating the ability to be self-critical.”

The task group opens its report with a model for officially approved confessional statements: “As an Anglo teacher, I struggle to quiet voices from my own farm family, echoing as always from some unstated standard. … How can we untangle our own deeply entrenched assumptions?”

The goal of these exercises, in the task group’s words, is to ensure that “future teachers will be able to discuss their own histories and current thinking drawing on notions of white privilege, hegemonic masculinity, heteronormativity, and internalized oppression.”

Future teachers must also recognize and denounce the fundamental injustices at the heart of American society, says the task group. From a historical perspective, they must “understand that … many groups are typically not included” within America’s “celebrated cultural identity,” and that “such exclusion is frequently a result of dissimilarities in power and influence.” In particular, aspiring teachers must be able “to explain how institutional racism works in schools.” …

That part should be easy. They have only to talk about the anti-white, anti-Anglo indoctrination in their own training.

American schoolchildren are being taught to sing praise-songs for Barack Obama, in the same way kids are taught to sing them for the Dear Leader in Communist countries.

In March 2009 the kindergarten class of Marymount School performed this song (found at Thunder Tales, where more such songs may be read and heard). The blarney goes that Barack Hussein Obama is more Irish than anyone else. What higher praise could come from an Irish song-writer?

O’Leary, O’Reilly, O’Hare and O’Hara

There’s no one as Irish as Barack O’Bama.

You don’t believe me, I hear you say

But Barack’s as Irish, as was JFK.

His granddaddy’s daddy came from Moneygall

A small Irish village, well known to you all.

He’s in the White House, he took a chance

Now let’s see Barack do Riverdance.

Toor a loo, toor a loo, toor a loo, toor a lama

There’s no one as Irish As Barack O’Bama.

He’s as Irish as bacon and cabbage and stew,

He’s Hawaiian he’s Kenyan American too.

He’s in the white house, he took his chance

Now let’s see Barack do Riverdance.

Toor a loo, toor a lay, toor a loo, toor a lama

There’s no one as Irish As Barack O’Bama.

From Kerry and Cork to old Donegal

Let’s hear it for Barack from old Moneygall.

A Russian writer observes how the present US administration, which he recognizes plainly as Marxist, is intent on implementing the very policies that wrecked the Soviet economy.

Stanislav Mishin writes in Pravda:

It can be safely said, that the last time a great nation destroyed itself through its own hubris and economic folly was the early Soviet Union (though in the end the late Soviet Union still died by the economic hand). Now we get the opportunity to watch the Americans do the exact same thing to themselves. The most amazing thing of course, is that they are just repeating the failed mistakes of the past. One would expect their fellow travelers in suicide, the British, to have spoken up by now, but unfortunately for the British, their education system is now even more of a joke than that of the Americans.

While taking a small breather from mouthing the never ending propaganda of recovery, never mind that every real indicator is pointing to death and destruction, the American Marxists have noticed that the French and Germans are out of recession and that Russia and Italy are heading out at a good clip themselves. Of course these facts have been wrapped up into their mind boggling non stop chant of “recovery” and hope-change-zombification. What is ignored, of course, is that we and the other three great nations all cut our taxes, cut our spending, made life easy for small business…in other words: the exact opposite of the Anglo-Sphere.

That brings us to Cap and Trade. Never in the history of humanity has a more idiotic plan been put forward and sold with bigger lies. Energy is the key stone to any and every economy, be it man power, animal power, wood or coal or nuclear. How else does one power industry that makes human life better (unless of course its making the bombs that end that human life, but that’s a different topic). Never in history, with the exception of the Japanese self imposed isolation in the 1600s, did a government actively force its people away from economic activity and industry. …

Read it all here.

What can be done to cure the sad condition we describe in the post below?

One way is to teach our children history – especially the history of America. Bill Bennett is taking active steps to do this. He writes:

How can we expect the next generation of Americans to protect and defend the country’s legacy if they do not know their own history? Alexis de Tocqueville once wrote, “When the past no longer illuminates the future, the spirit walks in darkness.” Our country’s very freedom and future hinges on education. How can we ask our children to fight, and perhaps die, for a country they do not know?

America’s love for history has always been self-propelled. Long before the ivory towers of pedagogy there were the log cabins of self-education. Men like Abraham Lincoln were voracious readers, often going to great lengths to get their hands on, and minds around, the classics. Education wasn’t limited to five days a week, seven hours a day and nine months out of the year; it was an on-going process with children often spending their few spare hours of the day reading under candlelight.

Today, our textbooks are more intent on political correctness, dulled-down event reporting and universal appeal. The dramatic and realistic story of America is mostly absent in the study of American history. Text authors, publishers and higher education experts have desiccated the rich drama and conflicts of history and replaced them with dry narratives that read more like recipe books and less like thrilling, page-turning novels.

My goal, along with a group of award-winning teachers, is to reverse this precarious trend and reshape the future of history education in America. Known as Team HOPE (History Opens Eyes), we have begun incorporating “America: The Last Best Hope” and other curriculum materials into a comprehensive and compelling narrative about our country. “Last Best Hope” does not look or read like any other textbook. It is the story of a people inextricably linked by the common threads of freedom and virtue, a story of men and women who rallied a great people behind them throughout the course of our nation’s history. In “Last Best Hope,” history is more than rote memorization or tedious facts; it is drama, romance, comedy, mystery, action, tragedy and triumph. I believe in the “warts and all” version of American history—not “warts, and that’s all.” And because of this, our project has been positively reviewed by scholars from all ideological perspectives.

This revolution we are commencing is not limited to classrooms or textbooks. Remember parents: You are a child’s first and most important teacher and the single-most effective Department of Education. President Ronald Reagan said, “Let me offer lesson No. 1 about America: All great change in America begins at the dinner table.” As our children return to school this fall, let us actively engage and encourage their interest in history—from the dinner tables to the classrooms.

If we are to restore America’s love for its rich and great history, we must begin by telling the truth, not in a prosaic, tiresome fashion, but in a captivating and memorable way. Our story is one of great suffering and great triumph; it is what Abraham Lincoln called “the last best hope of earth.”

Phyllis Schlafly writes in Townhall:

Obama’s nearly trillion-dollar stimulus law designates $128 billion for education, so it’s no surprise that tight strings are attached.Buried in the fine print is an ominous requirement to build a national electronic database of all children. Any state that receives federal education funds must “establish a longitudinal data system that includes the elements described in … the America COMPETES Act.”

That law, passed a couple of years ago, sets out the goal of longitudinal databasing of “student-level enrollment, demographic, and program participation information” for all students from preschool through postsecondary education…

Database collection on each student continues through college and into the workforce. States are required to enter “information regarding the extent to which students transition successfully from secondary school to postsecondary education.”

Creation of a database of this magnitude is the sort of thing that totalitarian governments do but should not be allowed by those who value freedom. It’s scary to think of Obama’s czars and political operatives such as Rahm Emanuel having access to all that personal information on American citizens.