Are your kids learning the right lessons about 9/11? Ten years after Osama bin Laden’s henchmen murdered thousands of innocents on American soil, too many children have been spoon-fed the thin gruel of progressive political correctness over the stiff antidote of truth.
“Know your enemy, name your enemy” is a 9/11 message that has gone unheeded. Our immigration and homeland-security policies refuse to profile jihadi adherents at foreign consular offices and at our borders. Our military leaders refuse to expunge them from uniformed ranks until it’s too late (see: Fort Hood massacre). The j-word is discouraged in Obama intelligence circles, and the term “Islamic extremism” was removed from the U.S. national-security-strategy document last year.
Similarly, too many teachers refuse to show and tell who the perpetrators of 9/11 were and who their heirs are today. My own daughter was one year old when the Twin Towers collapsed, the Pentagon went up in flames, and Shanksville, Pa., became hallowed ground for the brave passengers of United Flight 93. In second grade, her teachers read touchy-feely stories about peace and diversity to honor the 9/11 dead. They whitewashed Osama bin Laden, militant Islam, and centuries-old jihad out of the curriculum. Apparently, the youngsters weren’t ready to learn even the most basic information about the evil masterminds of Islamic terrorism.
Mary Beth Hicks, author of the new book Don’t Let the Kids Drink the Kool-Aid, points to a recent review of ten widely used textbooks in which the concepts of jihad and sharia were either watered down or absent. These childhood experts have determined that grade school is too early to delve into the specifics of the homicidal clash of Allah’s sharia-avenging soldiers with the freedom-loving Western world.
Yet, many of the same protectors of fragile elementary-school pupils can’t wait to teach them all the ins and outs of condoms, cross-dressers, and crack addictions.
We pulled our daughter out of a cesspool of academic and moral relativism and found a reality-grounded, rigorous charter school where no-nonsense teachers refuse to sugarcoat inconvenient facts and history. Many of the students are children of soldiers and servicemen and women who — inspired by the heroes of 9/11 — have voluntarily deployed time and time again to kill the American Dream destroyers abroad before they kill us over here.
There’s no better way to hammer home the message that “freedom is not free” than to have your kids go to school with other kids whose dads and moms are gone for years at a time — missing births and birthday parties, recitals and soccer practice, Christmas pageants and Independence Day fireworks.
But instead of unfettered pride in our armed forces, social-justice educators in high schools and colleges across the country indoctrinate American students into viewing our volunteer armed forces as victims, monsters, and pawns in a leftist “social struggle.”
A decade after the 9/11 attacks, Blame America-ism still permeates classrooms and the culture. A special 9/11 curriculum distributed in New Jersey schools advises teachers to “avoid graphic details or dramatizing the destruction” wrought by the 9/11 hijackers, and instead focus elementary school students’ attention on broadly defined “intolerance” and “hurtful words.”
No surprise: Jihadist utterances such as “Kill the Jews,” “Allahu Akbar,” and “Behead all those who insult Islam” are not among the “hurtful words” studied.
Middle-schoolers are directed to “analyze diversity and prejudice in U.S. history.” And high-school students are taught “Maslow’s Hierarchy of Needs” — pop-psychology claptrap used to excuse jihadists’ behavior based on their purported low self-esteem and oppressed status caused by “European colonialism.”