It has been nearly 20 years now since the Twin Towers went down on 9/11/2001. Nearly 3,000 lives were lost when multiple planes were hijacked and slammed into the World Trade Center, the Pentagon, and a field in Pennsylvania.
Extremist Muslims were the perpetrators. There’s no way to get around that fact. But don’t put it past Virginia’s education department.
They want to make sure that today’s youth not know the truth.
From The Daily Wire:
Virginia’s Department of Education hosted a speaker who instructed teachers to exclude the role Muslim extremism played when teaching students about 9/11.
In a PowerPoint delivered by “Education Leadership scholar” Amaarah DeCuir, teachers were instructed to avoid using language that could pin the events of 9/11 on Muslim extremism. The lecturer pointed to the heightened anti-Muslim sentiment that allegedly ticks up around the anniversary of the 9/11 attacks.
“School and classroom 9/11 commemorations are sites for increased anti-Muslim racism,” the presentation reads. “This year’s 20th anniversary commemorations will likely result in heightened risks of racist discourse, threats, and violence targeting Muslim students in schools and society. Educators are well-positioned to disrupt these risks by centering the socio-emotional needs of Muslims in their commemoration plans.”
DeCuir created a list of teaching standards that are “in” and “out,” according to her viewpoints. Teaching standards that are “in” include “acknowledgment of anti-Muslim racism.” Teaching standards that are “out” include the “false assumption of Muslim responsibility for 9/11” and “American exceptionalism.”
The presentation also listed examples of “harmful teaching” on 9/11. Examples included “creating a tense classroom environment,” “reducing 9/11 instruction to death counts and fear mongering,” “assumptions of emotional distance,” “teaching about Islam and/or Muslims,” “amplifying the extremists and extremist acts of 9/11,” “demanding the condemnation of 9/11,” “failing to respond to anti-Muslim racism,” and “reproducing a single, American narrative that marginalizes other students.”