Under the grossly misleading title “Ending Radical Indoctrination in K-12 Schooling,” the White House last week issued an executive order that would undermine the integrity of writing and teaching of American history. The order uses ideological litmus tests to define for teachers and students what is acceptable and unacceptable American history. Historians, and all who teach and care about the American past at historic sites, in museums, libraries, publishing, and in social studies and history classrooms should loudly protest this incursion into our schools, our writing, and our minds.
This attempt to censor and restrict the teaching of multiple important topics in U.S. history comes as efforts are ongoing in Washington to cut or ban myriad federal programs and agencies.
Instilling fear is the point of the administration’s assault on history education, as it is also the point of thought control in George Orwell’s 1984. There the protagonist, Winston Smith, finds a “fragment of the abolished past”: a newspaper clipping containing a photograph of former Party leaders proving that their “confessions” for a crime were a lie. He had once hoped this clipping would prove that Big Brother had destroyed accurate but unacceptable history by erasing or altering any information that did not fit his narrative.
But it did not, and later, when he looks at a children’s history book with a picture of Big Brother as the frontispiece, Winston begins to question everything he believed and wonders if the Party might actually be right, even about things that seem obviously false. What if “two and two made five”? “The Party told you to reject the evidence of your eyes and ears,” utters Winston. “It was their final, most essential command.”
As historians and educators, however, we still have our voices and, like Winston, we must shout: “Truisms are true, hold on to that! The solid world exists, water is wet, objects unsupported fall toward the earth’s center.” And we must do this now before it is too late.
History is a reasoned reconstruction of the past, rooted in the deepest evidence we can find, crafted into narratives that inform, educate, and sometimes inspire. History can indeed be influenced by ideological assumptions—they can be argument-driven—but those are the assumptions and tendencies that historians test and control through training in research, in critical thinking, in humility, in respect for sources, in an ethics about documentation, and in the integrity of debate. All this is true of history educators and scholars, and the public’s trust is our ultimate goal, even authority.