Americans educated by government today are, for the most part, hopelessly ignorant of their own nation’s history—and that’s no accident. They’re beyond ignorant when it comes to civics, too. On the history of the rest of the world, or the history of communism, Americans are generally clueless as well. This was all by design, of course.

After generations of flying under the radar, the ongoing corruption of history education in public schools is now suddenly the topic du jour. With the spread of the New York Times’ discredited 1619 Project aiming to “reframe” history through the lens of slavery, which even the New York Times’ own fact-checker called out, Americans everywhere are suddenly paying attention to what’s being taught to impressionable children at taxpayer expense.

President Donald Trump recently blamed the escalating mayhem in the streets on indoctrination by schools and the media. This month, he blasted the “toxic propaganda” being peddled as “history” in American classrooms. To deal with it, the president even said he will sign an executive order to “promote patriotic education.”

The reason why history is being re-written is hardly a mystery. In George Orwell’s classic dystopian novel “1984,” the totalitarian ruling Party’s motto explaining its strategy is: “Who controls the past controls the future. Who controls the present controls the past.” And it’s very true—whoever controls the historical narrative will be able to shape the future. Liberty-minded Americans and truth are currently losing the battle—big time.

Totalitarians have long understood the power of historical narratives. Consider Chairman Mao’s “Cultural Revolution” in communist China. Under the guise of purging remnants of the old ways of capitalism and tradition, Mao’s communist storm troopers did their best to destroy the records and evidences of thousands of years of Chinese history. Books were burned and monuments destroyed in an orgy of destruction.

After true history was erased and disfigured, the Chinese Communist Party was able to re-write history on a blank slate to suit its own agenda. Especially important to that effort was the indoctrination of children in government schools. Everything ancient and traditional was portrayed as primitive or even evil, while the new party line surrounding the supposed glories and progress of communism was force-fed to China’s youth.

America’s ongoing cultural revolution has not been quite as dramatic, violent, or thorough—so far. But if left unchecked, the results of this long-term operation may turn out to be just as deadly. And there should be no doubt in anyone’s mind about the effectiveness of the effort to re-write the history of the United States, Western Civilization, and even the world.

Consider the data. According to the U.S. Department of Education’s 2018 National Assessment of Educational Progress (NAEP), known as the “nation’s report card,” just 15 percent of American students were at or above the “proficient” level in history. When it comes to civics, less than one in four U.S. eighth-grade students performed at or above “proficient” in 2018 on the NAEP, the latest year for which scores are available.

Keeping in mind the wild bias of the Education Department (some 99.7 percent of the bureaucrats’ contributions to a presidential candidate in the 2016 election went to Hillary Clinton), even those numbers probably drastically overstate the true level of historical and civic understanding of U.S. students.

Contrast the dismal scores with previous generations. There was a time when Americans were the best educated people on the planet—especially when it came to history and civics. According to prominent French scholar Alexis de Tocqueville, who visited America in the early-to-mid 1800s and recorded his observations in two volumes before government hijacked education, “every citizen … is … taught the doctrines and evidences of his religion, the history of his country, and the leading features of the Constitution.”

Some areas on the Western frontier and the deep South were not quite as advanced educationally. However, in the more populous and developed areas, “it is extremely rare to find a man imperfectly acquainted with all these things, and a person wholly ignorant of them is a sort of phenomenon,” de Tocqueville continued.

Today, it’s just the opposite: Finding a person who understands the history of America or the leading features of its Constitution is a sort of phenomenon.

The Re-Writing of History in America

The process of re-writing history was a long one. Unlike Mao’s Cultural Revolution, which took about a decade, those seeking to erase and distort America’s incredible and unique history were forced to proceed slowly, working over decades and generations rather than accomplishing it all in one fell swoop. But concrete evidence of this deliberate plot has surfaced periodically since at least the 1940s.

In the early 1950s, Congress became suspicious about the scheming of the major tax-exempt foundations, a subject covered extensively in part 7 of this series on education. To deal with the issue, lawmakers formed the Select Committee to Investigate Tax-Exempt Foundations and Comparable Organizations, sometimes referred to as the “Reece Committee” after its chairman.

What investigators found should have shocked America to the core. In its final report, the select committee reported that the major foundations of the day, which still exist, had “supported a conscious distortion of history.” The foundations also sought to hijack education for the purpose of undermining American constitutional principles and liberty, investigators found.

One of the expert witnesses who testified during the select committee’s investigation, attorney and investigator Aaron Sargent, an expert in subversion through education, put it clearly. “They sought to create a blackout of history by slanting and distorting historical facts,” Sargent testified about the goals of the major tax-exempt foundations in the education field. “They introduced a new and revolutionary philosophy—one based on the teachings of John Dewey.”

By the time of the congressional probe, the situation was so serious that Norman Dodd, the chief investigator for the committee, said the foundations had orchestrated a “revolution” in the United States. The revolution “could not have occurred peacefully or with the consent of the majority unless education in the United States had prepared in advance to endorse it,” Dodd told lawmakers in his sworn testimony. The attack on real history in school was a crucial element of that.

Of course, the situation only got worse from there. By 1980, pseudo-historian Howard Zinn, a radical exposed in declassified FBI documents as a Communist Party member, published his book “A People’s History of the United States.” It’s a favorite in public schools. More than 3 million copies have been sold so far, shaping the minds and attitudes of countless millions of Americans while turning them against their own nation and their own political institutions that guaranteed individual liberty for so long.

The propaganda “history” book was full of obvious lies, as exposed most recently by scholar Mary Grabar in her book “Debunking Howard Zinn.” The deception was strategic, too, and powerful. The lies begin right at the start of the book, portraying Columbus as a genocidal monster, and continue onward from there.

“We were really no better than the Nazis in the way Zinn presents it,” Grabar told The Epoch Times.

It was carefully calculated. “Rewriting history is what communists do,” continued Grabar, who also serves as a resident fellow at the Alexander Hamilton Institute for the Study of Western Civilization. “They don’t want people to know about any other form of government or to remember a time when there was freedom and abundance. Like Zinn, the Marxists of today want young people to be so disgusted with their own country that they become inspired to overthrow it.”

While demonizing the United States and Western civilization more broadly, Zinn and other communists work hard to conceal the history of communism—“the horrors of starvation, gulags, repression, and mass murder,” Grabar explained. Interestingly, there were clear parallels between Zinn’s fake history and a history written by Communist Party USA chief William Z. Foster published in 1951 dubbed “Outline Political History of the Americas.” Foster wrote openly about how crucial hijacking education would be for the Soviet-style communist regime he envisioned for America.

When starting the project, Grabar said she already knew Zinn’s book was biased. “But even I was surprised by how blatantly and deliberately Zinn lied,” she said, urging students, parents, and community members to use her book to refute the propaganda with facts.

More recently, the New York Times released its “1619 Project,” the brainchild of Nikole Hannah-Jones. Like Zinn’s book, it’s essentially fake history, as historians from across the political spectrum—and even the New York Times’ own fact-checker—publicly confirmed. Like Zinn’s book, it seeks to “reframe” America’s history as one based on oppression, slavery, and racism rather than liberty. And like Zinn’s fake history, the 1619 Project is now being used in public schools across America.

Perhaps most alarming about Hannah-Jones’s false narrative is the notion that racism and evil are embedded “in the very DNA” of America. In other words, there’s nothing short of the complete annihilation of the United States’ very foundations and essence that could possibly resolve the real and imagined shortcomings. The message of the project was obvious and clear: Death to America!

In reality, the truth about American history is almost exactly the opposite of what the project presents. The principles upon which the nation was founded—“all men are create equal,” for instance, and are “endowed by their Creator with certain unalienable rights”—paved the way for abolishing slavery worldwide while facilitating the greatest expansion of human freedom and prosperity in world history.

Despite the obvious lies and deception, Hannah-Jones received a Pulitzer Prize for her work on the 1619 Project. Ironically, though, New York Times writer Walter Duranty also won a Pulitzer Prize for peddling lies and communist propaganda. In Duranty’s case, he infamously parroted Stalin’s obvious propaganda and covered up the Soviet genocide in Ukraine that killed by some estimates up to 10 million people.

Effects of Fake History

This strategic re-writing of history in public schools across America has led to dramatic shifts in Americans’ attitudes, values, beliefs, and worldview. For example, national pride among Americans, who arguably live in the richest and freest nation in human history, has reached historic lows, according to a Gallup poll released this summer. Among younger Americans, just one in five are extremely proud to be American, while among those 65 and older, just over half are extremely proud.

But the real dangers are becoming clear, too. A 2019 survey by the Victims of Communism Memorial Foundation found that 7 in 10 millennials said they are likely to vote for a socialist. Fully 36 percent of millennials support communism, the survey found. And just 57 percent of them believe the Declaration of Independence guarantees freedom and equality better than the Communist Manifesto. A generation ago, these numbers would have been inconceivable.

“When we don’t educate our youngest generations about the historical truth of 100 million victims murdered at the hands of communist regimes over the past century, we shouldn’t be surprised at their willingness to embrace Marxist ideas,” explained Victims of Communism (VOC) Memorial Foundation Executive Director Marion Smith.

“We need to redouble our efforts to educate America’s youth about the history of communist regimes and the dangers of socialism today.”

In comments to The Epoch Times, VOC Director of Academic Programs Murray Bessette explained that American public schools simply do not teach the true history of communism. Part of the reason for that, he said, is the “ideological character of many involved in developing and delivering curricula for American schools.” Parents must insist on a full account of history, and teachers must seek out programs and materials that teach the whole truth, added Bessette.

The effects of these false narratives pushed on children in government schools are becoming more and more obvious. Just think of the brainwashed armies of young Americans rampaging through the streets rioting, looting, killing, protesting, and destroying. Funded by rich and powerful individuals, companies, and foundations, their goal is to “fundamentally transform” what they view as an evil America. And because they don’t know the truth about their own nation or its history, many genuinely believe in what they’re doing.

Speaking at an Independence Day celebration this summer, the president of the United States hit the nail on the head. “The violent mayhem we have seen in the streets of cities that are run by liberal Democrats, in every case, is the predictable result of years of extreme indoctrination and bias in education, journalism, and other cultural institutions,” Trump explained. “Against every law of society and nature, our children are taught in school to hate their own country, and to believe that the men and women who built it were not heroes, but that they were villains.”

Their goal, the president correctly observed, is not to improve America, but to destroy it.

Fortunately, now that the problem has been identified, steps are being taken to address it. And at the core of that process will be ensuring that young Americans understand the truth about their own nation’s history. During remarks made on Constitution Day, Trump blasted left’s distortion of American history with lies and deception.

“There is no better example than the New York Times’ totally discredited 1619 Project,” said Trump, calling it “toxic” propaganda that would “destroy” America. “This project rewrites American history to teach our children that we were founded on the principle of oppression, not freedom.”

In reality, as Trump correctly pointed out, “nothing could be further from the truth.” “America’s founding set in motion the unstoppable chain of events that abolished slavery, secured civil rights, defeated communism and fascism, and built the most fair, equal, and prosperous nation in human history,” the president declared.

The president also promised action to reverse the progress of the history destroyers and re-writers. “We must clear away the twisted web of lies in our schools and classrooms, and teach our children the magnificent truth about our country,” he said. “We want our sons and daughters to know that they are the citizens of the most exceptional nation in the history of the world.”

To accomplish that, grants are being awarded by the National Endowment for the Humanities to help develop a pro-American curriculum that “celebrates the truth about our nation’s great history,” Trump said. He also said he would soon sign an executive order to create a national “1776 Commission” that will promote patriotic education that will “encourage our educators to teach our children about the miracle of American history.”

Whether the rot and corruption that has taken over the teaching of history and civics in America’s government schools can be reversed remains to be seen. But diagnosing an illness is the first step to treating and curing it. Now that Americans are starting to understand what’s killing their nation, serious efforts can be made to stop the bleeding. Teaching children the truth about U.S. history will be a good first step.

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This article was originally published at The Epoch Times, and is part 18 in a series examining education in the United States. 

Videos have been circulating of young bestial thugs—whites and blacks, women and men—shrieking in the faces of al fresco diners, commanding them to raise a fist in solidarity with BLM/Antifa totalitarians. To leftists nothing says freedom quite like coerced performative acts. See for yourself the future of the Democratic Party:

Maybe these young bestial thugs never learned about Chairman Mao’s Cultural Revolution and the Red Guard composed of young people that Mao used to intimidate, humiliate, and attack his political enemies. The New York Times described the Red Guard’s efforts:

Students who answered Mao’s call for continuing revolution … targeted political enemies for abuse and public humiliation. … Under a campaign to wipe out the “Four Olds”—ideas, customs, culture, habits—they carried out widespread destruction of historical sites and cultural relics.

Or maybe today’s totalitarian culture-destroyers are inspired by the Red Guard, whose salute they mimic.

Before Chairman Mao thought to use easily indoctrinated youth to advance political oppression, the Nazi Regime had mastered the tactic. Here’s an eerily relevant description of the Nazi Party’s exploitation of German youth to advance the pernicious Nazi cause:

Millions of German young people were won over to Nazism in the classroom and through extracurricular activities. In January 1933, the Hitler Youth had approximately 100,000 members, but by the end of the year this figure had increased to more than 2 million. By 1937 membership in the Hitler Youth increased to 5.4 million before it became mandatory in 1939. The German authorities then prohibited or dissolved competing youth organizations.

Education in the Third Reich served to indoctrinate students with the National Socialist world view. Nazi scholars and educators glorified Nordic and other “Aryan” races, while labeling Jews and other so-called inferior peoples as parasitic “bastard races” incapable of creating culture or civilization.

After 1933, the Nazi regime purged the public school system of teachers deemed to be Jews or to be “politically unreliable.” Most educators, however, remained in their posts and joined the National Socialist Teachers League. 97% of all public school teachers, some 300,000 persons, had joined the League by 1936. In fact, teachers joined the Nazi Party in greater numbers than any other profession.

In the classroom and in the Hitler Youth, instruction aimed to produce race-conscious, obedient, self-sacrificing Germans who would be willing to die for Führer and Fatherland. Devotion to Adolf Hitler was a key component of Hitler Youth training. …

Schools played an important role in spreading Nazi ideas to German youth. While censors removed some books from the classroom, German educators introduced new textbooks that taught students love for Hitler, obedience to state authority, militarism, racism, and antisemitism.

Since some Americans—particularly leftists—struggle with analogical thinking, let’s paraphrase that description to make its relevance easily comprehensible:

Millions of American young people were won over to socialism/Critical Race Theory/“LGBTQ” theory/feminist theory in the classroom and through extracurricular activities. By 2020 membership in or support for what became known as the Intersectionality Regime had increased dramatically. Dominant leftist cultural forces had persecuted youth organizations like the Boy Scouts and Girl Scouts into reinventing themselves to align with the Intersectionality Regime.

Education in America served to indoctrinate students with the socialist/racialist/feminist/pansexual world view. Race, sexuality, “gender,” and Marxist scholars and educators glorified people of color, homosexuals, opposite-sex impersonators, and Marxists while labeling whites, men, heterosexuals, conservative Christians, and capitalists hateful oppressors and bigots incapable of creating culture or civilization.

The race/“gender”/sexuality/class Intersectionality Regime purged the public school system of teachers deemed to be members of the oppressor classes or to be “politically unreliable.” Most educators, however, remained in their posts and joined the race/“gender”/sexuality/class Intersectionality Regime. In fact, teachers joined the Intersectionality Regime in greater numbers than any other profession.

In the classroom, corporate boardrooms, social media, the arts, the mainstream press, and organizations like BLM™ and Antifa, instruction was aimed to produce race-conscious, class-conscious, man-hating, sexual-deviance-supporting activists who would take the fight to the streets. Devotion to the Intersectionality Regime was a key component of cultural conditioning.

Schools played an important role in spreading Intersectionality ideas to American youth. While censors removed some books from the classroom, educators introduced new textbooks that taught students love for socialism, racism, feminism, homosexuality, the “trans” ideology, and anti-Christianity.

Co-founder of the Toronto chapter of BLM™, Yusra Khogali, once tweeted, “White ppl are recessive genetic defects. this is factual. … black ppl simply through their dominant genes can literally wipe out the white race if we had the power to.” She tweeted, “Please Allah give me the strength to not … kill these … white folks out here today.” In 2015, she tweeted, “whiteness is not humxness. infact, white skin is sub-humxn.”

Kinda, sorta, maybe sounds like a Nazi talking about Jews.

Compulsory performance of the Sieg Heil/Red Guard/Black Panthers/BLM salute is part of the effort to compel freethinkers to pretend to embrace the ideas of slave reparations, systemic racism, and collective guilt, which hold individuals culpable for sins they have never committed.  The notion of collective guilt for the past sins of other individuals is both unbiblical and poisonous.

In a speech delivered in 1988 in Vienna on the 50^th anniversary of the Nazi occupation of his home country of Austria, Holocaust survivor Viktor Frankl warned against the dangerous idea of “collective guilt”:

[M]y father … died in Theresienstadt Camp; my brother … did not return from Auschwitz; my mother … was killed in the gas chambers of the same camp; and my first wife[’s] …  young life came to an end in Bergen-Belsen Camp. And yet at the same time I will ask you not to expect to hear from my mouth a single word of hatred. For whom should I hate? I knew only the victims; I do not know the perpetrators—at least, not personally. And I categorically refuse to attribute collective as opposed to personal guilt.

There is no such thing as collective guilt. Believe me, today is not the first occasion on which I have said that. I have been saying it since the day I was liberated from my [fourth and] last concentration camp. It is my conviction that anyone who assigns collective guilt to every Austrian [or German] citizen between the ages of zero and fifty is committing a reprehensible and insane act. Or, to put it in psychiatric terms: it would be reprehensible if it were not insane–and it would be a relapse into the Nazi ideology of collective family guilt [the difficult German word Sippenhaftung here refers to the dangerous Nazi dogma of kin liability, tainted blood(line), or genetic guilt by association]. Let this be said to all those who believe they have the right to expect people to feel guilty or even ashamed of something they did not do or fail to do but something their parents or grandparents had to answer for. …

I’ll tell you I think there are only two ‘races’ of people: those who are decent people, and those who are not. That distinction goes right through every nation, and within nations right through every political party and every other group. Even in the concentration camps here and there we came across more or less decent people who belonged to the SS. And in the same way there were also scoundrels amongst the prisoners.

The decent people are in the minority; they have always been in the minority and, I think, always will be. But the danger lies elsewhere. The danger is to be found in a regime or a system which brings the scoundrels to the top; in other words which puts the reins of power in the hands of the worst representatives of the people. Therein lies the true peril. And no nation … can claim to be immune from such danger. Which is why I presume to say that in principle any country is capable of perpetrating the holocaust.

… In my view there are only two … types of politicians. The first is the politician who believes that the end justifies the means—any means, even terrorist means. The second type is profoundly aware that there are means that can desecrate even the most sacred ends.

[T]he need of the day … is that all men of good will should finally reach their hands out to each other across all the graves and divisions.”

One of my daughters once expressed disappointment that I hadn’t saved any of my clothes from the early 1970’s. I explained that although styles return, they never return in exactly the same form. Same goes for history, which explains why even remembering history doesn’t guarantee we won’t repeat it. Today’s cultural revolution has all the earmarks of past revolutions, and yet too few Americans recognize those earmarks because on the surface this one appears different.

Unless we tear the blinders from our eyes and look clearly at the big picture, the republic as we have known it will be gone in a short time. The children and grandchildren of Millennials will grow up in a world of oppression and depravity the likes of which America has never known but civilizations around the world and throughout history have.

Viktor Frankl points to the solution to evil in our midst:

[P]lease remember one thing: Resistance always requires heroism. And there is only one person of whom anyone has the right to expect heroic acts. And that is oneself.

Listen to this article read by Laurie: 

https://staging.illinoisfamily.org/wp-content/uploads/2020/08/BLMs™-Totalitarian-Youth.mp3

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During the Vietnam War, former Beatle John Lennon penned an ode to atheism that is annoyingly catchy and still ubiquitous.You can hear “Imagine” while walking down a grocery aisle, over the radio, or, as has been the custom since 2005, in New York City just before the ball drops in Times Square on New Year’s Eve.

One leftwing activist, Kevin Powell, wants to replace the “Star-Spangled Banner” with “Imagine” as our national anthem.  He made the suggestion after rioters in San Francisco toppled a statue of Francis Scott Key.

Imagine there’s no countries
It isn’t hard to do
Nothing to kill or die for
And no religion too

We don’t have to imagine what life would be without hope in Heaven, a nation of laws to secure life, civil rights and property, or faith in God to keep people from worshiping the state, themselves or other idols.

It would be Hell.  Psalm 2 begins by asking, “Why do the nations rage and the people plot a vain thing?”

It’s been in front of us ever since protests of George Floyd‘s killing on May 25 morphed into a violent revolution and societal cleansing worthy of Mao’s Cultural Revolution.

Imagine no possessions
I wonder if you can
No need for greed or hunger
A brotherhood of man

In Seattle’s downtown, we saw a government-supported experiment in madness, triggered by the “Imagine” mentality and exploited by ruthless Marxists.

On June 8, they created an “autonomous” zone eventually called CHOP (Capitol Hill Organized Protest), and expelled the police.  The hapless residents had none of the safeguards we take for granted in a free republic, such as courts of law, rules of evidence, trial by jury of one’s peers, sanctions for intimidating witnesses, or the freedoms of speech, religion and press. Anyone not toeing the Black Lives Matter line was assaulted and silenced.

This was an urban version of “Lord of the Flies,” with rapes, robberies, looting, businesses destroyed, beatings and shootings. The police were ordered to stay out as Democrat Mayor Jenny Durkan joked about this being the “Summer of Love.” Two black teen-agers were slain, one of whom was only 16.

It was only after her own house was spray painted and the 16-year-old was gunned down that she “woke” to the cost of anarchy and ordered police back to secure the area this past Wednesday. By then, crime had soared 525 percent over the same period last year.

Likewise, in progressive Minneapolis, where mobs burned a police station and rioted for weeks after Mr. Floyd’s death, the city council voted unanimously to dissolve the police department. Three council members obtained private security at a cost of $4,500 to the taxpayers whom they had left to the mob’s mercies.

So it goes in Democrat-run cities, where police are maligned and defunded, crime is skyrocketing, and Black Lives Matter (BLM) has become a quasi-religion.

New York Mayor Bill de Blasio, an outspoken Marxist and ally of communist ingenue U.S. Representative Alexandria Ocasio-Cortez (D-NY), disbanded the plainclothes division and cut $1 billion from the NYPD budget.

Gotham used to be one of the safest big cities following the Giuliani administration’s adoption of “broken windows” policing of even minor offenses. Not anymore, with 500 shootings since the New Year, including 55 last week alone.

In Chicago, more than a dozen people, nearly all black, were murdered every weekend in June. At least 541 people were shot, more than double the number in June 2019.

Imagine all the people
Livin’ for today
Aaa haa
Imagine all the people
Livin’ life in peace

To Black Lives Matter and Antifa, we can live in peace all right – so long as we genuflect to them, acquiesce in our history being torn down, and watch as countless public figures and institutions parrot their libel of a uniquely evil America.

You may say I’m a dreamer
But I’m not the only one
I hope someday you’ll join us
and the world will live as one

In his later years, even John Lennon may have reassessed the foolish sentiments in “Imagine.”

In his last interview, published in 1981, he said, “I’m a most religious fellow. I was brought up a Christian and I only now understand some of the things that Christ was saying in those parables. Because people got hooked on the teacher and missed the message.”

Close, but no cigar. Jesus IS the message. He said, “I am the way, the truth and the life.”

Still, it’s intriguing to consider an older, wiser Lennon.  His personal assistant, Fred Seaman, recalled that Lennon “was a very different person back in 1979 and 80 than he’d been when he wrote ‘Imagine.’ By 1979 he looked back on that guy and was embarrassed by that guy’s naivete.”

Mr. Seaman told filmmaker Seth Swirsky in “Beatles Stories” (2011), that, “John basically made it very clear that if he were an American, he would vote for Reagan because he was really sour on Jimmy Carter.”

If he were alive today, would Mr. Lennon be appalled by the violence and communist kleptocrats and vote to Keep America Great?

We can only imagine.

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Robert Knight’s latest book is “The Coming Communist Wave:  What Happens If the Left Captures All Three Branches of Government”

This article was originally published at WashingtonTimes.com.