High-school history teachers nationwide will give their top students a dark retelling of U.S. history this fall, courtesy of the College Board, a nonprofit college readiness firm led by Common Core architect David Coleman.
The College Board ‚Äď which administers AP (advanced placement) courses and tests ‚Äď is rolling out a revised curriculum framework for AP U.S. history, offering the 450,000 students who take AP U.S. history classes a hero-free account of America‚Äôs deeply stained past.
Peter Wood, president of the National Association of Scholars, calls the new AP U.S. history framework ‚Äúa briefing document on progressive and leftist views of the American past,‚ÄĚ one which ‚Äúweaves together a vaguely Marxist or at least materialist reading of the key events with the whole litany of identity group grievances.‚ÄĚ...
Oh, Mike, you mean like the magazine the new American, the John Birch Society which sees a communist under every bed. I tried to avoid over the top or better over the edge right-wing sources. But even when I try to establish balance, I sometimes use them.
Jim Lincoln wrote: The college board wrote: --- A plausible and persuasive argument requires a clear, comprehensive, and analytical thesis, supported by relevant historical evidence ‚ÄĒ not simply evidence that supports a preferred or preconceived position. In addition, argumentation involves the capacity to describe, analyze, and evaluate the arguments of others in light of available evidence."
Or, barring that, post innumerable links to sites that support a "preferred or preconceived position."
The College Board wrote: The AP U.S. History Curriculum Framework should consider challenging students with the broader context, especially when considering the theme of America in the world. For example, U.S. territorial expansion, emancipation, the Great Depression, and, of course, foreign policy initiatives are increasingly bringing into play the perspectives of other nations and world regions. One could also explore the interaction between a watershed event like Reconstruction and the civil rights movement. Skill Type III: Crafting Historical Arguments from Historical Evidence Skill 6: Historical Argumentation Historical thinking involves the ability to define and frame a question about the past and to address that question through the construction of an argument. A plausible and persuasive argument requires a clear, comprehensive, and analytical thesis, supported by relevant historical evidence ‚ÄĒ not simply evidence that supports a preferred or preconceived position. In addition, argumentation involves the capacity to describe, analyze, and evaluate the arguments of others in light of available evidence.
What! Slaves weren't sitting around like happy children strumming on a banjo! Their masters were providing Bibles/education :wh