An interview with Jeremy Stoddard, an associate professor of Education at William & Mary, has revealed that due to the C3 Social Studies Framework and Common Core, lessons on 9/11 are being left out.
Stoddard has been studying how the 9/11 terrorist attacks have been taught in high school classrooms since 2003. Stoddard has been working on this research alongside Diana Hess, the dean of the University of Wisconsin-Madison School of Education.
Here’s the excerpt revealing the lack of coursework on 9/11; emphasis added:
How does 9/11 education differ across states?
In a 2011 study of state high school social studies standards, we found content related to terrorism and 9/11 to be included widely. However, since that time, we have seen that 9/11-related standards are being left out from updated state standards, but I think that is largely because some states are shifting to common core standards and the C3 social studies framework (a national curriculum), which is less about specific facts or topics the students should learn and more about how they are learning it. Typically, though, I think the closer you are geographically to where 9/11 happened, the more you are going to have it included in the curriculum, as well as more of the patriotic, memorial side, whereas in a state like Washington, their curriculum is more about the policies and controversies that came out of 9/11.
Feelings override facts, logic and academics. This is the thrust here.
As this website has reported previously, the C3 Social Studies Framework is a hot mess and aligned itself to Common Core several years ago.
This website also reported on a Missouri Education Watchdog article which contained the chronicle of a mom who attended the 2013 annual conference for the ‘Council on the Social Studies’. At that conference, the C3 Framework was front and center.
Here’s an excerpt of that mom’s report, but please, read the entire article at Missouri Education Watchdog:
I will likely go all over the place in my attempt to communicate what I witnessed, understood and fear from being at this conference. The sessions were broken down by age groups starting as young as pre-K. I attended a total of 11 sessions ranging from pre-K through high school plus the keynote speaker, Representative John Lewis from Georgia. Some sessions were blatantly plugging social change issues while others embedded their ideas within the curriculum they offer.
What are 21st century learners and what are 21st century skills? 21st century thinking is all about being a global citizen using skills like engaging, collaborating, problem solving and empowering.Much of what I witnessed was meant to grab our children’s emotions like fear and anger to incite action on their part. There is no basis of truth being taught for our children to pin their thoughts to, just a push toward raw emotions. There was an overall sense that teachers need to teach students how to look at the other side of things because no one else will, especially not in the home.
Once again, we see the insertion of social justice over actual academics.
Get up to speed on the C3 Social Studies Framework: