The Biden Administration is pushing for schools across the country to adopt critical race theory, more specifically the tenants of the “1619 Project,” the Pulitzer winning series that argues that slavery was a critical factor in America’s Revolutionary War.

It wasn’t, and this historically inaccurate curriculum will now be spread in schools throughout the country.

Critical race theory, the latest liberal buzzword, is “an academic movement made up of civil-rights scholars and activists in the United States who seek to critically examine the law as it intersects with issues of race, and to challenge the mainstream liberal approaches to racial justice.”

But this so-called “theory” isn’t motivated by a specific set of facts, but instead driven by a narrative that sees the United States and nearly all the people in it as inherently racist and in need of reeducation.

To push this theory to schools throughout the country, the Biden administration has introduced new rules that would give grants to American History and Civics Education programs that “validate and reflect the diversity, identities, histories, contributions and experiences of all students. In turn, racially, ethnically, culturally, and linguistically responsive teaching and learning practices contribute to what has been called an ‘identity-safe’ learning environment.”

As someone passionate about history and education, this statement is incredibly problematic. 

What is an “identity safe” learning environment? And why do we need to change history in order to achieve that?

Over the years, I’ve seen the discipline of history flip from focusing on macro history, the big events and infamous people that have shaped our world, to micro history, focusing on the people, places and events that are so inconsequential that a historian would have to spend years searching around an archive somewhere to find even one small mention, or their importance has been magnified in order to elevate a particular group.

For example, there’s been this growing emphasis on trans-history. While no doubt that there were some interesting characters who struggled with their gender identity—do most of them have any critical impact on historic events? No.

Teen Vogue, which continually pushes Communist propaganda and some pretty radical sexual advice, published an article talking about “Gender Variance Around the World Over Time.” One of the characters they highlight is Elagabalus, a Roman Emperor who “insisted that subjects use the term empress and dressed as a woman. According to some historical accounts, Elagabalus may have even summoned the empire’s finest doctors in order to pursue a sexual-confirmation surgery.”

The mention is rather small, but Elagabalus’ influence is completely over blown. An emperor for less than three years, he was assassinated under his own grandmother’s orders for his outrageous behavior, including taking a vestal virgin, something that’s usually forbidden. He was abusive and turned the palace essentially into a brothel and would act as a prostitute. 

As an anecdote, he’s somewhat interesting, but was he remotely as influential as Julius Caesar, Caesar Augustus, Nero or Caligula, who is also well-known for his sexual proclivities? Nope, absolutely not.

So, what does this have to do with critical race theory and this new education rule?

If this new rule is passed, which it likely will be since opening the rule up to public comments is really a formality, then the government will begin teaching young American students not about history, but propaganda. The “1619 Project” won the Pulitzer not because it was good history, most honest historians dismiss it completely as farcical and wholly inaccurate, but because it held to the racial narrative that has driven movements like Black Lives Matters. 

So parents should be prepared for their children to learn more about Harvey Milk than Napoleon Bonaparte, because history is no longer about achievements, impact or influence, but making sure that you hit particular boxes based on race, gender identity and other specialty identities.

This will result in a generation that’s not more tolerate, educated or equal, but one that’s filled with bigotry, confusion and delusions of grandeur, as our young people will learn that making your mark on history is not about accomplishment but about acquiring and claiming as many sexual and racial identities as possible, not because they actually did anything noteworthy. 

Most people got their place in history through blood, sweat, tears, political machinations, gossip, intrigue, assassinations, grand battle plans, accidents of birth, conquering great territories and so many other features. We remember them not because they were “special” the way we defined it now, but because, in all honesty, most of them were just bad asses.